Study On The Relationship Of Self-Determined Motivation,Academic Emotions And Academic Achievement Of College Students

Accordingto Academic Motivation Scale of University Students-Chinese Revised by Chen Baohua and General Academic Emotions Scale revised by Ma Huixia, this study collected key information such as Student ID, Gender, Grade, Major relevant to the respondents from a questionnaire survey which asked700undergraduates from ShanXi Normal University. From a positive psychology perspective--Self-Determination theory, this study explored the relationship between self-determination motivation, academic emotions and academic performance of. And the data of survey was processed by SPSS20.0. Research conclusions are listed as follows:1.The university students’scores on the levels of self-determination motivation are sorted in descending order as follows:extrinsic motivation-identified, extrinsic motivation-external regulation, intrinsic motivation-to know, intrinsic motivation-to experience stimulation, intrinsic motivation-toward accomplishment, extrinsic motivation-introjected, amotivation. And there is a significantdifference between male and females students on extrinsicmotivation-identified, extrinsic motivation-external regulation,amotivation. Besides, the students’ intrinsic motivation-to know,intrinsic motivation-toward accomplishment, intrinsic motivation-toexperience stimulation, extrinsic motivation-external regulation,amotivation, these five dimensions show significant grade groupmain effects. Moreover, students from liberal-arts majors havehigher scores than those from science majors on the threedimensions: intrinsic motivation-to know, intrinsic motivation-toward accomplishment, intrinsic motivation-to experiencestimulation, and it also shows significant difference betweenliberal-arts majors and science majors.2.The university students have more negative emotions thanpositive emotions, more high arousal academic emotions than lowarousal academic emotions. The frequency of ten academicemotions occurrence from high to low are as follows: anxiety,boredom, relaxation, pride, hope, enjoyment, hopelessness, shame,interest, anger, while there merely exists a significant differencebetween male and female students on shame and no difference onother four emotions. The students of various grades all havesignificant grade group main effects on all four academic emotionsdimensions, the same as eight factors: anxiety, boredom, relaxation,pride, hope, enjoyment, hopelessness, interest. On the dimensionsof positive-high arousal academic emotions and positive-lowarousal academic emotions, students from liberal-arts majors showa higher scores than those from science majors; and on dimensions of negative-high arousal academic emotions and negative-lowarousal academic emotions, science majors students acquire ahigher score. And on all four dimensions of academic emotions andother eight factors: anxiety, boredom, relaxation, pride, hope,enjoyment, hopelessness, interest, there all shows a significantdifference between liberal-arts majors and science majors.3.Positive-high arousal academic emotions and positive-lowarousal academic emotions both show a significant positivecorrelations with intrinsic motivation-to know, intrinsicmotivation-toward accomplishment, intrinsic motivation-toexperience stimulation, extrinsic motivation-identified, extrinsicmotivation-introjected, extrinsic motivation-external regulation,meanwhile show significant negative correlation whith amotivation.And negative-high arousal academic emotions has significantpositive correlations with extrinsic motivation-identified, extrinsicmotivation-introjected, extrinsic motivation-external regulation,amotivation; while negative-low arousal academic emotions hassignificant negative correlations with intrinsic motivation-to know,intrinsic motivation-toward accomplishment, intrinsic motivation-toexperience stimulation, extrinsic motivation-identified, and has asignificant positive correlation with amotivation, has a positivecorrelation with extrinsic motivation-external regulation, butwithout significance.4.The university students’ academic performance and extrinsicmotivation-identified, extrinsic motivation-external regulation ofself-determination motivation are all significantly positivelycorrelated, while there is a significant negative correlation between academic performance and amotivation.5.This study also show that university students’ academicperformance has a significant positive correlation withpositive-high arousal academic emotions, has a significant negativewith negative-low arousal academic emotions, has a positivecorrelation with positive-low arousal academic emotions, butwithout significance.6.The university students’ level of self-determination motivationand academic emotions can predict the academic performance.