The Investigation And Intervention Study On Academic Emotions Of Senior High School Students

A large number of studies show that, the negative academic emotions will not onlylead to low academic achievement, and often cause psychological problems. As a resultof negative academic emotions in high school students’ groups in the presence ofextensive and the negative effects, therefore on academic emotions research gets moreand more domestic and foreign education and psychology experts concerned.The research on the academic emotions in the past at home and abroad on the basisof the status quo, with Yu Guoliang and Dong Yan for "Teenagers’ academia emotionsquestionnaire" in3Changzhi,Shanxi Province high schools were investigated, in theanalysis of the current situation and its influencing factors predicting effect afterdiscussion, try to use the group counseling related to technology, to produce a set ofattempts to improve academic self-concept and academic emotions regulation methodto improve academic emotions of group psychological counseling, and throughexperimental study confirmed the group counseling program effectiveness. Overall, thisstudy obtained the following conclusions:(1) The overall status of Changzhi city high students’ academic emotions is:more positive emotions than negative emotions, but in the process of their learningexperience to some negative emotions.(2) High school students in the academic emotions level there is no sex difference,but the depressed on significant difference (p <0.05), and the girls’ depressed level issignificantly higher than boys’.(3) Different grades of positive high-arousal emotions of high school students willnot exist difference, but significant differences were found in the positive lowhigh-arousal emotions, negative high-arousal emotions and negative low-arousalemotions.(4) Different professional levels have no significant difference in AcademicEmotions of high school students.(5) The comparison of the students’ from urban areas and from rural areas, showthat positive academic emotion no exist difference; in the negative emotions, students from rural areas exerts higher negative high-arousal emotions （p<0.01）and negativelow-arousal emotions(p<0.001).(6) Academic self-concept and re-evaluation on positive academic emotions hassignificant positive predictive value, and on negative emotions has significant negativepredictive value；Expressive suppression on negative emotions has significant positivepredictive value. Academic emotions are a mediating variable among Academicself-concept, re-evaluation and academic achievement.(7) Group counseling can improve the high school students’ negative academicemotions, not only in the presence of the instant effect of guidance, and the effect ofcontinuous guidance.