A Study Of The Relationship Between Junior High School Students’ Teacher-expectant Perception, Mathematics Academic Emotions And Mathematics Academic Achievements

Academic emotions were an important non-intelligence factor thatlinked to teaching and learning closely. And positive academicemotions promoted academic performance. It may be assumed thatAcademic emotions influence students’growing-up and development.According to Pekrun proposed: the expectation and assistance ofsignificant others significantly correlated with academic emotions.As a kind of external environment, the perception of teacherexpectations would affect students’ academic emotions and thenAcademic performance as well. However, there was the existence ofdomain specificity of academic emotions. As one of the core courses,the learning of mathematics can be better promoted by adjustingstudents’ academic emotions.This research aimed to arouse the attention of teacher expectancyeffect and the emotion regulation by exploring the relationshipbetween teacher expectations, mathematics academic emotions andthe academic performance,.This research adopted the “Teacherexpectations of students perceived perception questionnaire” tomeasure teacher expectations that students perceived from threedimensions, namely, teacher expectations, classroom interaction and academic feedback; adopted “Youth Academic emotionsquestionnaire” to investigate550junior high school students’academic emotions from four dimensions, namely, positive-higharousal, positive-low arousal, negative-high arousal, and negative-lowarousal. Through data analysis, conclusions are listed as follows：（1）high-arousal of math emotions were significantly higher thanlow-arousal mathematics emotions. Positive emotions weresignificantly higher than negative emotions. Scores of Happinesswere the highest, and Boredom the lowest.（2）The perception of teacher expectations predict the positiveemotions significantly, and negatively predict the negative emotionssignificantly.(3)Positive mathematics academic emotions promotedmathematics academic performance. Negative math academicemotions hindered the improvement of academic performance.（4）The perception of teacher expectations have a direct andindirect effect on math academic performance.. Math academicemotions were documented as mediators of the relations betweenteacher expectations and mathematics academic performance.