Middle School Students' Academic Emotions And Family Functioning, Self-concept

Content:Emotion is one of the key contents of mental health education in school, in recent years, academic emotions gradually become a research hotspot of students feeling. Academic emotions include all emotional experience of students in academic situations. It is not only affected by the academic situation, but also by the family functions and self-concept. In this study, young academic emotions scale, family function rating scale (FAD), Self Concept Scale (Harter) was used in order to survey of 540 junior high school students, and 496 valid subjects. After described the characteristics of their academic emotions, I investigated the system of the academic emotions and family functioning, self-concept relationship by using correlation analysis, regression analysis.The main conclusions are as follows:(1) Overall, the junior high school students experience more positive academic emotions than negative academic emotions, more high arousal academic emotions than low waken academic emotions.(2) There is a significant junior difference of part of the academic emotions, positive-high arousal emotions, negative-low waken studies increased as their grade increased; positive-low waken emotions decreased as their grade increased..(3) There is no significant gender difference of the basic academic emotions.(4) The relation of academic emotions, family function, self-concept are very close.(3) The correlation among family function, self-concept with positive and negative academic is higher than the correlation with high arousal and low waken emotions.(5) Academic self-concept, general self-concept play intermediary role between the family function and positives and negative emotions.