An Experimental Research: The Influence Of Academic Emotions On Different Types Of Knowledge Learning

Academic Emotion is various kinds of emotional experience related to students’academic during teaching and learning process. It includes not only variety of emotions thestudents experienced in the academic success or failure, such as joy, disappointment, etc; alsoincludes emotions the students experienced during classroom learning and daily operationprocess, such as hope, tired, etc; also includes emotions the students experienced duringexamination period, such as anxiety, etc.In this study, junior middle school students are chosen as subjects. We used experimentalmethod to discusses the influence of different academic emotions on different knowledgelearning.The first study discusses the effects of different academic emotion states during differentlevels of declarative knowledge learning. The results show that:(1) Different academic emotions have different affects on declarative knowledgelearning.(2) The declarative knowledge learning score under the positive emotions is better thanthe score under the negative emotions.(3) No matter which academic emotions the students under, the materials with differentdegrees of difficulty have different affects on students’ declarative knowledge learning: thescore under low difficulty is better than the score under high difficulty.(4) The positive-low arousal–calm is more helpful to the declarative knowledgelearning than the positive-high arousal–enjoyment.(5) The negative-low arousal–boredom is more harmful to the declarative knowledgelearning than the negative-high arousal–anger.(6) There is no significant effect between the score under positive-high arousal–enjoyment and the score under negative-high arousal–anger.(7) Whether the degrees of difficulty high or low, the effect of declarative knowledgeunder the positive-low arousal–calm is the best; and the effect under the negative-lowarousal–boredom is the worst.The second study discusses the effects of different academic emotion states during different levels of procedural knowledge learning. The results show that:(1) Different academic emotions have different affects on procedural knowledge learning.(2) The procedural knowledge learning score under the positive emotions is better thanthe score under the negative emotions.(3) No matter which academic emotions the students under, the materials with differentdegrees of difficulty have different affects on students’ procedural knowledge learning: thescore under low difficulty is better than the score under high difficulty.(4) There is no significant effect between the score under positive-low arousal–calm andthe score under positive-high arousal–enjoyment; But the scores under these emotions aresignificantly higher than that under negative-high arousal–anger and negative-low arousal–boredom.(5) There is no significant effect between the score under negative-low arousal–boredom and the score under negative-high arousal–anger.(6) Whether the degrees of difficulty high or low, the effect of procedural knowledgeunder the positive-low arousal–calm is the best; and the effect of procedural knowledgeunder the negative-high arousal–anger is the worst.Conclusion: different academic emotions have different affects on different difficulty ofdeclarative knowledge and procedural knowledge learning.