The Graduate Students’ Academic Emotion, And The Relation Among It And Academic Self-efficacy: The Mediating Effect Of Trait Emotional Intelligence

Academic emotion, one of the important issues in the fields of psychology andeducation, is the core variable of this study. Study pointcut aim at the macro level, o-btaining the classification result according to the valence of specific emo-tions, acade-mic tasks point of view, and selecting graduate as a research subject; and the re-searchcontents deal with various aspect of academic emotions, which including the concept,structure, measurement, general characteristics, and relations with relevant variables.Specifically, in the study, we from the macro level, obtaining the classificationresult according to the valence of specific emotions, from academic tasks point ofview, select graduate as a research subject. The first, we prepared Graduate AcademicEmotions Questionnaire; then we studied the score difference of academic emotions,academic self-efficacy and trait emotional intelligence on demographic variables;finally, we explored the relations of academic emotions, trait emotional intelligence,academic self-efficacy. The conclusions are as follows.1. Graduate Academic Emotions Questionnaire is composed of six parts, whichare positive academic emotions of course learning, negative academic emotions ofcourse learning, positive academic emotions of scientific research, negative academicemotions of scientific research, positive academic emotions of practice activities,negative academic emotions of practice activities.2. The unobvious demographic characteristics diversity exists in trait emotionalintelligence. The obvious demographic characteristics diversity exists in academicemotions. The obvious diversity exists in positive academic emotions of courselearning whose demographic characteristics vary by gender, grade, graduate category,whether having work experience before studying for master graduate student degree, whether studying difference major with undergraduate major, whether theinterdisciplinary post graduate. Negative academic emotions of course learning bygraduate category, whether having work experience before studying for mastergraduate student degree. Positive academic emotions of scientific research bygraduate category, whether having work experience before studying for mastergraduate student degree. Negative academic emotions of scientific research bywhether having work experience before studying for master graduate student degree,whether the interdisciplinary post-graduate. Positive academic emotions of practiceactivities by grade, graduate category, whether having work experience. Negativeemotions of practice activities by whether the interdisciplinary postgraduate.The obvious demographic characteristics diversity exists in academic self-efficacy. The obvious diversity exists in course learning self-efficacy whose demo-graphic characteristics vary by major, graduate category, whether having workexperience before studying for master graduate student degree. Scientific researchself-efficacy by gender, major. Practice activities self-efficacy by whether havingwork experience before studying for master graduate student degree.3. Academic self-efficacy have a positive effect on trait emotional intelligence;academic self-efficacy have a positive effect on positive academic emotions, acade-mic self-efficacy have a negative effect on negative academic emotions; traitemotionnal intelligence have a positive effect on positive academic emotions, traitemotional intelligence have a negative effect on negative academic emotions.Trait emotional intelligence as a mediation between academic self-efficacy andpositive academic emotions. Trait emotional intelligence as a mediation betweenacademic self-efficacy and negative academic emotions.