Middle School Students' Core Self-evaluation, The Relationship Between Time Management Disposition And Academic Emotions Research

In this study,665adolescence students were investigated by using the Chinese Version ofCore Self-evaluation Scale, Young Academic Emotions Scale and adolescence TimeManagement Disposition Inventory to explored the relationship of core self-evaluations, timemanagement disposition and academic emotion. Processing data by the SPSS17.0andLISREL8.70statistical software package, the main conclusions were as follows:(1)Core self-evaluations and time management disposition had no significant difference ingender; girls experienced more negative-low waken emotions than boys, and there were nosignificant difference among the other three types of academic emotions.(2)Core self-evaluations had no significant difference between junior and senior schoolstudents; the junior school students were significantly better than senior school students in timemanagement disposition and its’ three dimensions and they also experienced more positive-higharousal emotions, positive-low waken emotions and negative-high arousal emotions than seniorschool students.(3)There is significant positive correlation between positive academic emotions and timemanagement disposition/core self-evaluations, and negative correlation between negativeacademic emotions and time management disposition/core self-evaluations; adolescencestudents’ core self-evaluations had a significant positive correlation with time managementdisposition.(4)Adolescence students’ core self-evaluations and time management disposition hadsignificant positive predict effects on positive academic emotions and significant negativepredict effects on negative academic emotions.(5)The three dimensions of time management disposition make common effect on coreself-evaluations; core self-evaluations play partial mediating effects between time managementdisposition and academic emotions; the sense of time efficacy play total mediating effectsbetween the sense of time control and academic emotions, and play partial mediating effectsbetween the sense of time value and academic emotions.