Achievement Goal Training 2 Experimental Study Of Academic Emotions

Experimental study of intervene the students of8th Grade academic emotions by achievement goals.Positive academic emotions play an important part in student’s learning and psychological development. In terms of the special group of junior high school students, they bear the academic heavier burden and the pressure from studies teachers and parents, which has been the focus of our attention, which are students ’academic emotions. In this study, we defined the relationship between achievement goals and academic emotions through investigation. Then the students of8th Grade are chosen as subjects, we intervene academic emotions by achievement goals. It is very important to their learning or mental health. At the same time, it also provides the basis for teachers to guide the students’achievement goals and the improvement of academic performance.The junior students of63th middle school in Tianjin and36th middle school in Baotou participated in the experiment. The academic emotions and achievement goals of students discussed systematically through two studies.The first study:investigation study207students from63th middle school in Tianjin and36th middle school in Baotou completed the Four Category Achievement Goal Scale and Academic Emotion Questionnaire in order to examine the relations between the achievement goals and academic emotions. The results show that, there were no significant differences in gender for junior students’achievement goals. The only child is higher than non-only child for performance-approach goals, the7th Grade is obviously higher than8th Grade on performance-avoidance goals. On the relationship between achievement goals and academic emotions, the performance-avoidance goals are negatively correlated with positive emotions, and positively correlated with negative emotions. Mastery-approach goals are positively correlated with positive emotions and negatively correlated with negative emotions. The relationships between mastery-avoidance goals, performance-approach goals and positive emotions, negative emotions are indefinite.The second study:intervention study. Three classes’students of8th grade are selected as subject. By teaching experiment, we conduct achievement goals training, psychological effects training and blank control training to the106subjects from8thGrade three classes for6weeks in order to change the achievement goals and increase the positive academic emotions. Then the change of academic emotions and achievement goals are examined by Academic Emotion Questionnaire and the Four Category Achievement Goal Scale. The results show that, compared to the control group, performance-avoidance goals of experimental group significantly decline, and the academic emotions, such as happy, hope, anxiety, angry and upset changes positive. The decline of the happy of psychological effects teaching group indicating emotional arousal decline, and toward the positive direction.it is indicating that the intervention is effective training, especially the changes of achievement goals in achievement goals training group,and making the positive change academic emotions positive.