Characteristics Of College Students’ Academic Emotions And The Relationship With Academic Self-efficacy And Learning Adaptability

For the first time in2002Pekrun who put forward the concept of academicemotion. Academic emotion refers to various emotional experiences in connectionwith academic activities of students, including emotional experiences in such asactivities classroom learning, homework and examination taking, etc. By studyingthe characteristics of academic emotion for college student in different sexes，gradesand subjects. Investigate the relationship of academic emotions, academicself-efficacy and learning adaptation. The results for the college educationmanagement and psychological health education work to provide the reference.In this study,500college students as the research object, the use of UsingGeneral Academic Emotion Questionnaire (GAEQ), Academic Self-efficacyQuestionnaire and test of Learning Adaptation, the use of correlation analysis,variance analysis, multiple regression analysis and structural equation model Ways,to explore the relationship among academic emotions, academic self-efficacy andlearning adaptation. Main conclusions of the research are as following:(1) The findings did not indicate significant grade differences in academicemotions of college students, but indicated significant gender and major differences.Negative-low arousal emotions have a significant gender difference. Positive-lowarousal emotions, Negative-high arousal emotions and Negative-low arousalemotions have a significant major difference.(2) There were significant correlation between academic emotions andacademic self-efficacy. Further analysis indicated that academic self-efficacy ispositive correlated with Positive-high arousal emotions and Positive-low arousalemotions, negative correlated with Negative-high arousal emotions andNegative-low arousal emotions. Learning ability self-efficacy is positive correlatedwith Positive-high arousal emotions and Positive-low arousal emotions, negativecorrelated with Negative-high arousal emotions and Negative-low arousal emotions.Learning behavior self-efficacy is positive correlated with Positive-high arousalemotions and Positive-low arousal emotions, negative correlated with Negative-low arousal emotions. Regression analysis further found that academic self-efficacy has aprediction of academic emotions.(3) There were significant correlation between academic emotions and learningadaptation. Further analysis indicated that learning adaptation is positive correlatedwith Positive-high arousal emotions and Positive-low arousal emotions, negativecorrelated with Negative-high arousal emotions and Negative-low arousal emotions.Learning motivation, teaching pattern and learning attitude with positive academicemotions was a significant positive correlation, and negative academic emotionshave significant negative correlation. Learning ability with positive academicemotions was a significant positive correlation, and Negative-low arousal emotionshave significant negative correlation. Environment factors with Positive-high arousalemotions were a significant positive correlation, and negative academic emotionshave significant negative correlation. Regression analysis further found thatacademic emotions have a prediction of learning adaptation.(4) There were significant correlation among academic emotions, academicself-efficacy and learning adaptation. Academic self-efficacy affected learningadaptation directly. At the same time, Academic self-efficacy also impacted learningadaptation indirectly through academic emotions. Academic emotions had partialmediated effect between academic self-efficacy and learning adaptation.