The Status And Intervention Reach On The Academic Emotions Of Junior School Students

Academic emotions called nonintellectual factor which is linked with learning activityhas received extensive attention from scholars at home and abroad. The high level ofacademic emotions have the vital significance to the improvement of students’ academic,physical and mental developmentThe purposes of this study were developing the Academic Emotions Questionnaire forJunior School Students，and to investigate the current situation of junior school students’academic emotions. A project of group counseling which promotes junior school students’academic emotions to develop was designed On this basis, then it was explored theinfluences of academic junior school students’ academic emotions through intervention.The Academic Emotions Questionnaire for Junior school students conducted withstratified random sampling among2220students in Suzhou area to test the reliability andvalidity of the scale,which was found their indexes were good was worked out by thestudy. Then discover the influence factors of their academic emotions by the questionnaire.Under “quasi-experimental design”,the subjects of the study were sampled from juniorstudents of SIP No.6Middle School in, and were assigned at random and respectively asthe experimental group and the control group. The members (n=37) of the experimentalgroup practiced18group counselings in18weeks, while the members (n=37) of thecontrol group did their activities as usual. The results and findings of this study were asfollows:(1)Academic emotions questionnaire for Junior school students was constituted byfour branch questionnaire, which is positive-high arousal academic emotions, positive-lowarousal academic emotions, negative-high arousal academic emotions and negative-lowarousal academic emotions, which one of them was good in reliability and validity(2)Academic emotions experience of junior middle school students is plentiful,andpositive-high arousal emotions is the most of all.(3)Junior school students with different demographic variables reported significantdifferences on academic emotions. (4)There was significant interaction between gender, whether student cadres, familylive, parenting style, household income and family atmosphere on academic emotions ofjunior middle school students(5)Gender, grade, whether student cadres, family live, parenting style and householdincome were influencing factors of junior middle school students’ academic emotions.(6)The Academic Self-efficacy, academic Self-conception and Learning motivation ofthe Junior middle school student is closely related to Academic emotions. The academicself-efficacy affects academic emotions directly, and it affects academic emotions bymeans of the academic Self-conception and learning motivation simultaneously. Theacademic self-conception can affect the academic emotions directly, and it affects theacademic emotions by means of the learning motivation which can affect the academicemotions directly simultaneously.(7)Group counseling plays prominent effects on the promotion of junior schoolstudents’ academic emotions.