The Study On Characteristics Of Academic Emotions Of Eighth Graders And Academic Emotions Intervention On Students With Learning Disabilities

Ad’olescents academic achievement and character development are significantlyaffected by academic emotions, and the research of which is challenging and realistic. Thisstudy used a cluster sampling method to explore the mechanism of how academic emotionsinfluenced academic achievement of junior high school students and what the positive andnegative impacts would be. Participants (n=1074), the sophomore of a junior high school inHebei Province, were investigated with the academic emotional characteristics and therelationship between academic emotions, self-concept, learning strategies, and academicperformance. Conditioned Emotional Response Intervening technique (CEI) was used ingroup counseling on academic emotions of the participants with learning disabilities (n=30).The studies indicated that:1) There are significant differences in the academic emotionsand dimensions in different academic achievement students. From the high group of academicachievement to the low, students expeirence less positive emotions and more negativeemotions.2) There are gender differences in positive-low arousal and negative-high arousalacademic emotions, which boys active lower positive-low arousal emotions than girls,whereas girls active lower negative-high arousal emotions than boys.3) Learning strategies,self-concept, and academic achievement are significantly positively associated with positiveacademic emotions and significant negative correlations with negative academic emotions.Vairous dimensions of academic emotions can be combined to predict27.2%of the vairancein academic performance.4) Positive academic emotions and negative academic emotionsinfluence academic achievement through different modes. Academic self-concept andmetacognitive strategies play as intermediary roles between the academic emotions andachievement.5) CEI can effectively enhance the positive academic emotions and reduce thenegative academic emotions of students with learning disabilities.