A Survey On The Relationship Of Family Environment, Academic Self-concept And Academic Emotion Of The Middle School Students

In educational psychology, attention is paid to the development of student learning, and family environment, academic self-concept and academic emotions interact with the academic achievement of students. What kind of characteristic did the middle school students'home environment,the academic self-concept display in the students development.In the first study, the middle school students in urban and rural junior high schools (from the first grade to the third grade) are chosen as subjects to be tested, and accordingly their academic self-consept questionnaire and academic emotions are revised. Both the reliability and validity of the questionnaires reach the psychometric requirements and suitable for academic self-concept measurement of students in junior high school.In the second study, the middle school students in urban and rural junior high schools (from the first grade to the third grade) are chosen as subjects to be tested. The family environment Scale and the revised academic self-concept and academic emotion questionnaires for students in the middle schools are adopted to investigate the characteristics of the family environment, academic self-concept and their relationships.The following conclusions are derived from the above study, which are as follows:(1) The difference in the home environment and academic self-concept are existenced during urban and rural middle school students.The difference during urban and rural are existenced in the relationship and personal development dimension. The differenceduring urban and rural are existenced in the English academic self-concept.(2) The domain specificity is existenced in the academic emotion of middle school students. And pride, shame, helplessness have domain specificity.(3) Family environment and academic self-concept are significantly positively correlated, among which, every dimension of the family is significantly positively correlated with Chinese and English academic self-concepts, and is not fully correlated with the mathematics academic emotion.(4)Under the family environment, relationship dimensions, personal development dimension are positively correlated with the family stability and the positive emotions, and family stability is negatively correlated with negative emotions.(4) Mathematics academic self-concept, Chinese academic self-concept and English academic self-concept are significantly positively correlated with positive emotions, but not significantly correlated with negative emotions.(6) Academic self-concept plays an intermediate role in the influence of family environment on the academic emotion.