A Study On The Status Quo Of Academic Emotion And Its Influencing Factors In Junior Middle School Students

Learning activities is the result of the interaction of intelligence factors and non-intelligence factors, academic emotions as non-intelligence factors that closely related with the learning activities, has important influence on cognitive activities, academic achievement and physical and mental health. Studies have shown that academic emotion is subject specific and context specific, but, so far, it is still a lack of research for geographic class-related academic emotions, even lack the research on non-senior high school entrance examination subject academic emotions. So the author choose geographic class-related academic emotions as the research subject, not only can promote the improvement of academic emotion theory and can provide a reference for the study on the related academic emotion, but also can provide a reference for the education and teaching and can improve learning efficiency and learning achievement, therefore, a study of geographic class-related academic emotions has important theoretical significance and practical significance.This study takes the subject specific and context specific of academic emotions as its starting point, focused on geographic class-related academic emotions in junior school students, with the help of the questionnaires of geographic class-related academic emotions investigate Linfen Pingyang middle school and Yicheng Lizhai middle school students. Using excel and SPSS 18.0 software to entry and analyze the data of the survey, obtain the status of the geographic class-related academic emotions, the relationship between academic emotion and academic performance, and the influencing factors of geographic class-related academic emotions. The status including the overall situation and the differences, the differences include gender, grade, school types and whether as a geography class representative, the influencing factors including individual factors and environmental factors, environmental factors refer to the family and school factors. Last, starting from the influencing factors put forward the principles of guiding good academic emotions, and on the basis of the principles put forward guiding strategies from the school, family, students themselves and so on.The conclusions are as follows:(1) Overall, positive geographic class-related academic emotions level is higher than negative academic emotions, the highest level of academic emotions is proud and the lowest is helpless.(2) The junior high school students’ geographic class-related academic emotions have difference in gender, grade, school type and whether as a geography class representative. Specifically as follows:the girls’ calm experience strength is higher than boys’, satisfaction experience strength is lower than boys’; with the grow up of grade the positive academic emotions experience strength gradually reduced; city school students’ experience strength of excitement, anxiety, shame,depressed and tired is higher than rural students, experience strength of satisfaction and angry is lower than rural students; the students who never as a geography class representative the helpless experience strength is higher than others.(3) The academic achievement positive correlation with the positive geographic class-related academic emotions, negative correlation with negative geographic class-related academic emotions.(4) Geographic class-related academic emotions and influencing factors have different degrees of relevance. The students whose scores in goal orientation, task value, confidence in your ability, parents’ cognition and classroom evaluation are higher are experiencing more positive academic emotions, less helpless academic emotion; the students whose score in external goal orientation is higher are experiencing more positive high arousal academic emotions, calm, anxiety, shame, frustrated and tired academic emotions; the students whose score in learning control belief is higher are experiencing more positive high arousal academic emotions, frustrated and tired academic emotions; the students whose score in parents’ attention is higher are experiencing more positive high arousal and positive low arousal emotions; the students whose score in teachers’ teaching style is higher are experiencing more positive high arousal and positive low arousal emotions, less angry and helpless academic emotions; the students whose score in teacher visibility is higher are experiencing more touched, meet and angry academic emotion.(5) Proposed guiding strategies of geographic class-related academic emotions from teachers, parents, students themselves and other aspects. In the aspect of students, weakening external goal orientation awareness of students, guide students to correct attribution, enhance students’ confidence; in the aspect of teachers, rising the challenge of knowledge, enhance the relationship of geography knowledge and the life, promoting teachers’ self-cultivation, pay attention to teaching evaluation, and to avoid too much attention to results; in the aspect of parents, should change the bias to the junior middle school geography, and pay more attention to children’s geography learning.