The Effect Of Academic Emotions On Intentional Forgetting For High School Students

The intentional forgetting is a special field about memory and forgetting.It refers that participates are ready to forget about materials or situation with the consciousness. It underlines the intention and directivity of forgetting. Academic emotions is an special emotion which is generated in the students’ study.Every student will have different emotion in the class or in the exam. Compared with the general emotions, academic emotions always have an special connection with academic achievement, academic control, specific subject. In addition, English learning plays an important role in good academic results for students, and about learning a foreign language,to remmeber the word is the task that must fate with.Therefore, this study selected English words as experimental material, adopted two experimental paradigm in intentional forgetting, aims to understand the present situation of middle school students’ academic emotions, and at the same time, the study will discusses that if the types of academic emotions will affect the effect of intentional forgotten in English words for the middle school students.The pre-research investigated the characteristics of middle school students’ academic emotions. We randomly selected375students (153boys,178girls) from tianjin experimental middle school The questionnaire will survey the characteristics of the middle school students’ academic emotions, and at the same time it prepare for the next experiment.Through the questionnaire in the pre-research,we will choose48students to participate in the next experiences(research one and research two24respectively). In those research,the experiment are both designed by4×2mixed experiment.The participates will be divided into four types.Before the experience,every participate will accept two instructions, memory guidance ands forgotten guidance.The first research discusses the effect of intentional forgotten on English words for middle school students in the list method. The second research discusses the effect of intentional forgotten on English words for middle school students in the word method.This study is to explore the difference of academic emotions on intentional forgetting by English vocabularies in strict experimental design.and the study conclusions were as follows:(1) On two academic emotions, relax and frustration,there are significant gender differences, boys have more relaxed mood and less frustration than girls.(2) Directed forgetting effect occurred in both word method and list method.(3) In the list method,the participates who have positive academic emotions are significantly higher than those who are negative on the amount and recognition accuracy;on the effect of directed forgetting,the positive participates have more significant effect.(4)In the word method, the participates who have positive academic emotions have more significant difference than the negative on recognition accuracy only.