A Study Of The Multilateral Relations Among School Climate, Academic Emotions,Achievement Motivation And Academic Achievement In Junior High School Students

Academic emotions, achievement motivation and campus climate are important learning objective and subjective factors, these factors have important impacts on student development and learning achievements. To conduct a survey in the analysis of different junior high school campus climate perception, academic emotions and achievement motivation, stratified random sampling method is used in this study. We select621students as the respondents which are from three junior high schools in Wuhan. The analysis of variance, correlation analysis and structural equation modeling analysis, are used to explore the relationships, and the mediating effect relationship exists among school climate, academic emotions, achievement motivation, and academic achievement. Conclusions are as follows:1. Structural equation models for school climate to academic achievement, academic emotions to academic achievement, achievement motivation to academic achievement, school climate to academic emotions, school climate to achievement motivation are created and they are all have a good fit, which indicate that the relationship between these groups can be established predictive relationships.2. Academic emotions and achievement motivation can effect separately or together as an intermediary for the campus atmosphere predict academic achievement. Research models suggest that the school climate, motivation emotional and academic achievement have the overall impact on academic achievement. So if you want to improve the academic achievement, there must have a comprehensive consider for the three factors, otherwise some of these factors will weaken the total effect.3. The following significant differences are also analyzed: there is a significant difference for school climate between the inner city and suburban junior high school; rural household and non-agricultural accounts students perceive no significant differences in school climate except student support; the pursuit of success has significant impact on the positive high arousal, active low arousal academic emotions, and has no significant impact on the negative high arousal academic emotions; avoid failure has significant impact on the positive low arousal, negative high arousal.