A Study On The Relationship Between Academic Emotion And School Ambience Perception In Vocational Technical Secondary School Students

Academic emotion refers to all the students’ emotions during their study, whichaccompanies the entire teaching process and plays an important role in the autonomylearning, active learning, at least not averse to learn. School climate is the psychologysocial atmosphere of the school that is perceived by all the school membership.This study is based on two investigation charts of352vocational school studentswho are from four Vocational Schools in Kunming and Qujing. They are 《TheYouth Academic Emotions Questionnaire》,《The school climate Questionnaire(forjunior students)》. The overall situation of secondary vocational school students’academic emotion and School climate.it investigates the relationship between age,gender, reward, boarding and Academic emotion, School climate; it also investigatesthe relationship between Academic emotion and School climate.The following conclusions are drawn from this research:（1）academic emotions of Vocational school students is in a positive overallpositive state, but needs to be improved; boy and girl students exist major structuraldifferences for academic emotions; There are significant grade, gender differences foracademic emotions; Boarding school students are easily impacted by academicemotions; rewards can lead to positive academic emotions and also lead to negativeacademic emotions; there are significant differences in a positive high arousaldimension of students of all5age groups. Study pressure does not rise with thelearning period, on the opposite has a downward trend. Gender, grade, profession,boarding, rewards and other demographic variables have significant effects on one or more dimensionsof academic emotions.（2）The school climate’s overall situation of vocational students is in a goodstatus. There are great differences for the students in teacher-student relationship,students overall feel less study pressure. The dimensions of Boys school climate areslightly larger than the girls, the boys are slightly better than girls in the followingitems such as the trust between students and teachers, respect, equality, fairness, trust,expectations and intimate psychological relationship, the harmony studentsrelationship, mutual support and help, humility, respect, trust, the feelings on theorder and school discipline, the overall students’ development that the schoolconcerns and the all-round students’ development, in addition to the study pressure.（3）The dimension of the relationship between teacher-student relationshipdiversity has significant positive-correlating with joy, hope, positive-high arousalacademic emotions, satisfaction, calm, relaxing, positive-low arousal academicemotions; But has significant negative-correlating with boredom, helplessness,depression, upset, negative-low arousal academic emotion. The relationship betweenthe classmates has significant positive-correlating with joy, positive-high arousalacademic emotion, satisfaction, calm, relaxing, positive-low arousal academicemotion; But has significant negative-correlating with boredom,negative-low arousalacademic emotion. The dimension of the study pressure has significant negative-correlating with joy, But has significant positive-correlating with anxiety, boredom,helplessness,upset, negative-low arousal academic emotion. The dimension of the discipline has significant positive-correlating with pride,joy, hope, positive-high arousal academic emotion, satisfaction, calm, relaxing, positive-low arousalacademic emotion. The dimension of the development diversity has significantpositive-correlating with joy, hope, positive-high and positive-low arousalacademic emotions, satisfaction, calm, relaxing, but has significant negative-correlating with boredom, helplessness, negative-low arousal academic emotion.（4）The regression equation of academic emotions and school climate forvocational students shows that: The dimension of the development diversity hasremarkable positive prediction uses on joy, hope and positive-high arousalacademic emotion; The relationship between classmates,students and teachers hasremarkable positive prediction uses on satisfaction, relaxing, positive-low arousalacademic emotions. The dimension of the study pressure has remarkable negativeprediction uses on joy, positive-high, positive-low arousal academic emotions,has remarkable positive prediction uses on boredom. The relationship betweenstudents and teachers has remarkable negative prediction uses on anxiety, shameand negative-high arousal academic emotions. The dimension of the classmates’relationship has remarkable positive prediction uses on shame.