Research On Junior High School Students’ Academic Emotional Regulation Strategy In Mathematical Learning

Academic emotion is an important factor influencing junior high school students’interest in learning, learning motivation and academic achievement. Althoughstudents in junior high school are usually emotionally unstable, and are vulnerable tointernal and external factors, they have certain degree of self-regulating capacity foremotion. Understanding the specific types of emotion regulation strategies of studentsin mathematical studies, can not only enrich the theories of emotional regulation, butalso provide theoretical and practical guidance for intervention research on theadjustment of students’ academic emotions regulation in future. In order to takeresearch on junior high school students’ academic emotion regulation strategies ofmathematics, first, we review the relevant literatures, including studies of the meaningand characteristics of academic emotions, the theoretical models of academicemotions, the influencing factors and research methods of academic emotions,andresearches of emotion regulation strategies; then, we compile “academic emotionregulation questionnaire in junior students’ mathematic learning” on the basis ofresults from Small sample survey and structured questionnaire interview;in the end,we launch a series of empirical research on the factors which influencing junior highschool students’ emotion regulation strategies in mathematic studies.The main conclusions we have got are as followings:1. Junior high school students experience numerous emotions in mathematiclearning activities, through which the six emotions that have the highest frequency arejoy, anxiety, boredom, pride and anger,relief. Academic emotion regulation strategiesare different due to emotional activation and potency. When researchers want to studydifferent academic emotion regulation strategies, these five emotions arerepresentative.2. The structure of junior students’ emotion regulation strategyies in mathematicstudies is complex, showing multi-level and multi-dimensional. The emotionregulation strategies that are used by Junior high school students in mathematiclearning mainly include four types in this research. These emotion regulationstrategies are specific to emotions that are positive-activating (enjoyment), positive-deactivating(relief),negative-activating(anxiety),andnegative-deactivating(,boredom). The regulation strategies for Math anxiety can be divided into fourdimensionalities,that is, self-suggestion, ask help from others, self-blame and divertattention; The regulation strategies for Math enjoyment can be divided into fourdimensionalities as also, that is stimulate cognition, self-action award, emotionaldisclosure, and express emotions; The regulation strategies for Math boredom can bedivided into three dimensionalities, that is, cognitive pressure, seeking social support,avoid and transfer; The regulation strategies for Math relief can be divided into threedimensionalities, that is, Positive mood management, recreation and relaxation,self-restraint. Upon examination, the reliability and validity of the questionnaire arewell, and the questionnaire can be used as an effective tool for the investigation ofjunior high school students’ emotion regulation strategies in mathematic studies.3. The use of emotion regulation strategies in junior high school students’mathematics studies will be different, due to gender, grade, and math scores. Studentsof different gender, grade, and math, would tend to use different types emotionregulation strategies in the regulation of math anxiety, math enjoyment as well asmath boredom; But, junior students’ use of regulation strategies has no difference ondifferent gender, grade, and math scores.4. The different factors of achievement goal orientation and the different factorsof academical emotion regulation strategies in mathematical learning have differentdegree of significant correlation. Students of different achievement goal orientationtend to use different emotion regulation strategies on the regulation of specificmathematic emotion. On the research of academic emotion regulation strategy,students’ achievement goal orientation will be a key factor for consideration.