A Study On The Relationship Between Learning Input, Academic Self - Concept And Academic Emotion In Junior Middle School Students

Junior school students are at a critical period of self-identity formation, and face the dualpressures of shaping the personality of the entrance examination, and their physical and mentalhealth problems is the focus of educational psychology, their academic performance is a topic ofconcern. Junior school students’ learning inputs, academic self-concept and academic emotionsnot only affect their academic development, but also on their physical and mental health. Mostprevious studies have focused on the discussion of the role of learning into predicting academicachievement, academic self-concept and academic impact of emotion on academic achievement,etc., and the research for college students had occupied the majority. However, if the junior highschool students learning input effects on academic self-concept and academic emotions?Whether there was an interaction between them? Whether Gender and grade level of the studentsexists differences in academic emotions? This is a study to investigate the problem.In this study, the Chinese version of Learning Engagement Scale, junior school academicself-concept,academic emotions questionnaire was used as a research tool, third grade studentswere tested to explore different impacts between learning inputs, academic self-concept andacademic emotions of the junior high school students, as well as academic emotions on gender,grade and other demographic variables,combined with interviews conclusion, put forward thecorresponding constructive comments.By studying these systems, I had got the following conclusions:(1) Gender impacts on the junior high school academic emotions significantly, specifically forgirls, girls’ experiences negative emotions than boys.(2) The impact on the junior school grades mood is apparently, the specific epitomes is increasedwith grade to experience negative emotions growth.(3) Interaction effects of gender and grade of junior students’ emotions, both effect junior schoolstudents’ academic emotions.(4) Low academic self-concept of the students more likely to experience negative emotions.(5) Different (high, medium, low) level of the students’ academic performance differences inemotional significantly, higher learning inputs of junior school is more likely to experiencenegative emotions.