The Influence Of Academic Emotion Intervention On Freshmen 's Learning Behavior And Achievement

Emotion is ubiquity, it’s a complex experience which constitute of feelings, thoughts and behaviors. Academic emotion is the kind of emotion which related to study, to be specific it refers to kinds of emotional experiences which related students’ school study, classroom teaching and academic performance. In recent years, academic emotions gained extensive attention of domestic and overseas scholars. Their studies not only focus on descriptive research,but also start to work on related empirical studies. Junior school freshmen are during their second self-consciousness period, could being emotional very easily. Hence, based on previous studies and related theories, we choose junior school freshmen as the subject, trying to through the intervene experience about academic emotions to improve subjects’learning behavior and academic performance.The subjects of this study are 96 junior school freshmen chosen from a middle school in Xi’an, and the intervene experience was proceed under milieu teaching situation. This study include two main procedures:First, academic emotio -learning behavior relation study within samples. Investigation study two class’s students completed the Academic Emotion Questionnaire and Middle School Students’ Learning Behavior Comprehensive Rating Scale in order to examine the relations between the academic emotions and learning behavior. The results show that, within the study samples academic emotion and learning behavior shows significant correlation, specific relation as follows: negative-low arousal and negative-high arousal academic emotions are negatively related to learning behavior(P<0.001, p<0.001); positive-low arousal academic emotion is positively related to learning behavior(P<0.01); and positive-high arousal academic emotion is not only positively related to learning behavior(P<0.01),but also can account 24.2% of variance in learning behavior and positive predict learning behavior.Second, academic emotion intervention study. Taking baselines using the investigation resort of two class’s students data of the Academic Emotion Questionnaire, Middle School Students’Learning Behavior Comprehensive Rating Scale and their Mid-term grade of Chinese, English, Math. Chosen one class as the experimental class to start six weeks long intervention study. And the other class will be control class with none intervention studies. After the study, collect all the dates once more. The results show that, the intervention study shows great effect on experimental class, their specific academic emotion changes as follows:negative-low arousal(P<0.01), negative-high arousal(P<0.05), positive-low arousal(P<0.001) and positive-high arousal(P<0.001). The learning behavior also shows a positive convert, such as in study self-confident dimension(P<0.05), learning atmosphere(P<0.01), learning interest(P<0.01) and internal motivation(P<0.01). As for control class, no matter their academic emotion or learning behavior have no obvious variation, even the negative-arousal shows a little increase. And for the two classes academic performance, the pre-test and after-test show no significant difference, but the average scores of experimental class trend to be improved and the control class shows a little decrease.Thus, we can come to follow conclusions:(1) Within the samples, junior school freshmen’ negative academic emotion is negatively related to learning behavior; positive academic emotion is positively related to learning behavior, and the positive-high arousal academic emotion can positive predict learning behavior;(2) The academic emotion intervention study can improve students’ positive academic emotion, and also can make a positive change on negative academic emotion;(3) Through academic emotion intervention study has the positive effect on learning behavior and academic performance.