Research On The Relationship Between Self-control In Learning,Emotional Stability And Academic Performance In Junior School

Teachers, parents and students are concerned with academic achievement,previous studies have shown that self-control ability in learning has relationship withacademic achievement, but the relationship between them are not clear. The commonmental problem in junior students is emotional instability, the ability of emotionalcontrol is one aspect of self-control. So, we discuss the intermediary role betweenself-control ability in learning and academic achievement, find a way to improveacademic achievement for teachers and students.Study one is based on the questionnaire of674middle school students fromjunior one to junior three in Feng Cheng city Jiang Xi province. This study mainlydiscusses the general situation of the emotional stability and the ability ofself-control in learning, the three relations among emotional stability、self-controlability in learning and academic achievement, the mediating effect of the emotionalstability in the correlativity of the ability of self-control in learning and academicachievement. In study two, we draw up an intervention program in two selectedclasses in order to promote the emotional stability and self-control ability inlearning.The conclusions are as follows:1. The differences of self-control ability in learning are clear in junior students’sex and girls are better than boys; the differences of self-control ability in learningare significant in junior school, the junior one is higher than the other two grades; thedifference is no significant in junior school for one child of one couple or not.The differences of emotional stability are clear in junior students’ sex and girlsare better than boys; the differences of emotional stability are significant in juniorschool, the junior one is higher than the other two grades; the difference is nosignificant in junior school for one child in a family or not.2. There is a significantly positive correlation between self-control ability inlearning and academic achievement, and the former can predict the lattersignificantly.3. Self-control ability in learning can affect academic achievement throughemotional stability, and emotional stability plays as an intermediary role between self-control ability in learning and academic achievement.4. After intervention, experimental group’s academic achievement hadsignificantly improved. Experimental groups’ emotional stability and self-controlability in learning had no significant change.