Effect Of Regulatory Emotional Self-efficacy Training On High School Students’ Academic Emotions

Academic emotions are a variety of emotional experiences which produced in the course of academic activity.Perceived self-efficacy for affect regulation is the individual’s emotional state can effectively regulate their own level of confidence.Some studies have pointed that Regulatory Emotional Self-efficacy is obvious negative correlate with negative emotions,higher Regulatory Emotional Self-efficacy can maintain positive emotional state. However, hardly did we find the international existed intervention studies about academic emotions, and intervention study of Regulatory Emotional Self-efficacy have not seen..This study tries to through Regulatory Emotional Self-efficacy training to improve Regulatory Emotional Self-efficacy and promote good academic emotions.There are three parts of the study. Fist,176high middle school students from XingTai were investigated, using the Adolescents academic emotions Questionnaire and Regulatory Emotional Self-Efficacy Scale,intended to understand Regulatory Emotional Self-Efficacy Scale in the application of our high school students. second,218high middle school students in grade one from Tian Jin were investigated. Intended to investigate the current situation and the characteristics of Academic emotions and Regulatory Emotional Self-efficacy,and reveal the relationship between them. In the last one part of study,two class from_investigated_were seleted.One class (48students) were made to be the experimental group,and the other one (47students) to be the control group.The experimental group accepted Regulatory Emotional Self-Efficacy Training for six weeks,but in the control group don’t do any intervention, intend to find out the effect of the increase of the academic emotions and the enhance of the Regulatory Emotional Self-efficacy.The results of investigate show that:(1) The Regulatory Emotional Self-Efficacy Scale is suited to be used to research in high school students of our contry; (2)The most academic emotions that high students in grade one experienced is hope, perceived self-efficacy in expressing positive affect is the strongest;(3)There is no obvious gender difference among positive-high arousal academic emotions、positive-low arousal academic emotions、negative-high arousal emotions and negative-low arousal emotions,but there is obvious gender difference in angry and dismay;(4) There is obvious gender difference in perceived self-efficacy in expressing positive affect, girls are obviously higher than boys.But in perceived self-efficacy in managing despondency/distress and perceived self-efficacy in managing anger/irritation,there is no obvious gender difference;(5)The positive correlation between perceived self-efficacy in expressing positive affect and positive-high arousal academic emotions is strongest.The negative correlation between perceived self-efficacy in managing despondency/distress and negative-low arousal emotions is strongest. The positive correlation between perceived self-efficacy in managing anger/irritation and positive-low arousal academic emotions is strongest and also The negative correlation between perceived self-efficacy in managing anger/irritation and negative-high arousal emotions;(6)There is obvious positive correlation between grad and positive-low arousal academic emotions(contend, quiet and relax),but grad are obvious negative correlate with negative-high arousal emotions(anxiety, shame) and negative-low arousal emotions(tired, hopelessness, dismay and worry).The results of experiment show that:(1) After the experiment,there is no obvious difference in quiet and angry between experimental group and control group,but the experimental group is obviously higher in the negative-high arousal emotions(anxiety)and negative-low arousal emotions(dismay);(2) The scores of perceived self-efficacy in expressing positive affect and perceived self-efficacy in managing despondency/distress are higher than pretest,but there is no obvious difference;(3) After the experiment, the increase in value of the experimental group is obviously higher in perceived self-efficacy in expressing positive affect.Conclusion:there is obvious gender difference in angry,dismay and perceived self-efficacy in expressing positive affect;Academic emtions and Regulatory Emotional Self-efficacy moderate related. Regulatory Emotional Self-Efficacy Training have enhanced perceived self-efficacy in expressing positive affect,but to academic emotions,the effect is not apparent,needs further study.