The Relationship Among Teenagers’Academic Emotions, The Perceptual Classroom Administration Pattern And Academic Performance

Academic emotions was an important non-intelligence factor that linked to the education and learning closely. It may be assumed that Academic emotions influence students’learning processes and performance, as well as their growing-up and development.According to Control-value Theory that Pekrun etc al proposed, external environment can influence the students’ Academic emotions through the individual appraisals of subjective control and value, and then to influence the Academic performance. This study combined our country’s educational status into the Control-value Theory, and put forward the Classroom Administration Pattern, as a kind of external environment, it would affect students’Academic emotions and then Academic performance.We used random sampling method; it has investigated among1035students in nine middle schools in Hunan by the questionnaire. Based on exploring the developmental characteristics of Academic emotions of teenagers, we use Pearson correlation analysis, Hierarchical regression analysis and Path analysis, and discussed the relationships among Academic emotions, the Classroom Administration Pattern and Academic performance. The research findings contained the follow conclusions:(1) Teenagers’high-arousal emotions were more than low-arousal emotions significantly. Hope score was the highest, and Boredom score was the lowest.(2) There were significant Academic emotions differences in grades and gender.(3) The Classroom Administration Pattern of Teaching study method, Feedback, Support and Mastery goal orientation can positively predict the Positive emotions of teenagers significantly, and negatively predict the Negative low-arousal emotions significantly. Performance avoid-goal orientation can positively predict the Negative low-arousal emotions significantly. Individual learning, Teaching study method and Mastery goal orientation can negatively predict the Negative high-arousal emotions significantly, Performance approach-goal orientation can positively predict the Negative high-arousal emotions significantly.(4) Mastery goal orientation can impact the Academic performance directly and indirectly, but the main impact way was the direct way. The Academic emotions were documented as mediators of the relations between Individual learning, Teaching study method, Feedback, Support, Mastery goal orientation and academic performance.