The Characteristics And Intervention Training Of Academic Emotion For Middle School Students

Academic emotion refers to all the students'emotions during their study, which significantly influences students'learning efficiency and their physical and mental health . Academic emotion includes the experience of emotion after knowing the result of their study , success or failure;the experience of emotion in classroom;the experience of emotion when doing homework;the experience of emotion when preparing for the test and so on . It involves all aspects of students'study .The research takes the Junior Middle School students in grade 1 and grade 2 as the research objects . It investigates the characteristics of their academic emotion and the relationship with Academic achievement and self-esteem .The study designed a combination of group counseling and Psychology class to give the academic emotion intervention training. The specific research steps are as followed : First, select two classes which the baseline is similar ,one is experimental class, the other is comparative class . Second, give the intervention training to the experimental class . At the last , comparing the differences of the two classes. The results indicated:(1) There is a significant grade difference for middle school students'academic emotions. The students in Grade 1 experience more positive-high arousal emotions and more positive-low arousal emotions than the students in grade 2. Meanwhile, the students in grade1 experience less negative-low arousal emotions.(2) There is a significant gender difference for middle school students'academic emotions. The male students experience more positive-low arousal emotions than female. Meanwhile, the male students experience less negative-high arousal and negative-low arousal emotions than female.(3) Students'positive-high arousal emotions and positive-low arousal emotions have been positively related to their self-esteem. While the negative-high arousal and negative-low arousal emotions have been negatively related to their self-esteem. There is a significant positive correlation between Positive-low arousal emotions and academic achievement .While positive- high arousal and negative-low arousal emotions have been negatively related with their academic achievement .(4) The interventional effect of the program proves to be effective upon the students in grade 2. The students in the experimental class experience more positive-high arousal emotions and less negative emotions. They experience significantly higher level of self-esteem and get better academic achievement than before intervention training. Compared with the comparative class, the students in experimental class experience more positive emotions, and less negative emotion. Meanwhile, the level of self-esteem and academic achievement have been significantly improved.