Study On The Relationship Among Academic Emotions,Social Psychology Environment Of Classroom And Academic Help-seeking Behavior Of Middle School Students

In this paper we’ll research in the performance of academic emotions and theperception of social psychology environment of classroom that influence the students’academic help-seeking behavior. It’ll enrich the theory and content of middle schoolstudents’academic help-seeking behavior by the analysis of the relationship betweenacademic help-seeking behavior and social psychology environment of classroom andacademic emotions. It’ll provide the theory basis for the education workers how tocultivate middle school students to use adaptive help-seeking behavior. In this studywe selected two middle schools’students in grade one-three in Shenyang as theresearch subjects. We gave out 500 questionnaires and received 436 validquestionnaires. We used“academic help-seeking behavior scale”,“the youthacademic emotional questionnaire”and“my class questionnaire”to measure.Research conclusions are as follows:(1)When middle school students have some difficulties in study, they trend touse the adaptive help-seeking that is to request the help of teachers and students andhardly use executive help-seeking and avoidance of help-seeking. In middle school,the overall condition of social psychology environment of classroom is good. Thereare harmonious relationships between teachers and students, good class order anddiscipline, fierce competitive atmosphere, moderate and lower learning burden. In thecourse of study most of the middle school students can maintain a positive emotionalstate with the characteristics of high arousal level, only minorities of students’academic emotions are negative.(2) The social psychology environment of classroom in middle school is dividedinto three types: good type, general type, bad type. The executive help-seeking andavoidance of help-seeking behaviors gradually increase as social psychologyenvironment of classroom becomes bad and the instrumental help-seeking behaviorgradually reduces as social psychology environment of classroom becomes bad.Positive high arousal level and positive low arousal level emotion gradually reduce associal psychology environment of classroom becomes bad. Negative high arousallevel emotion performs most in social psychology environment of classroom is ingeneral type and least in bad type. Negative low arousal level emotion graduallyincreases as social psychology environment of classroom becomes bad.(3) There is a correlation among academic emotions, social psychologyenvironment of classroom and academic help-seeking behavior of middle schoolstudents.(4) Positiveor high arousal level academic emotions and good social psychologyenvironment of classroom can predict adaptive academic help-seeking behaviorpositively.Negative or lowarousal level academic emotions and bad social psychologyenvironment of classroom can predict adaptive academic help-seekingbehaviornegatively.Positiveor high arousal level academic emotions and good socialpsychology environment of classroom can predict inadaptive academic help-seekingbehavior negatively.Negative or lowarousal level academic emotions and bad socialpsychology environment of classroom can predict inadaptive academic help-seekingbehavior positively.Social psychology environment of classroom plays a regulatoryrole between academic emotions and academic help-seeking behavior.