The Research Of Self-concept Group Guidance On Improving Academic Emotions Of Senior High School Students

Purpose:The purpose of this study is to explore the impact on the development of seniorhigh school students’academic emotion by means of self-concept group guidance.Methods:1. QuestionnaireIn this research, a random sample of600senior high school students fromJiangxian experimental middle school were tested with Academic EmotionsQuestionnaire and Tennessee Self-Concept Scale, to understand the basic status ofsenior high school students’academic emotion and self-concept, to find out the therelationship between them.2. Intervention studyBased on the original pre-test, a teaching class of36students was randomlychosen as the experimental group. They received self-concept group guidance foreight lessons,90minutes each time, which was carried out according to the activityplan of group guidance. The control group was not given any intervention.3. MeasurementMeasurements were performed before and after intervention, and a month laterby using Academic Emotions Questionnaire and Tennessee Self-Concept Scale.Usingrepeated measurement ANOVA to analysis the change of data among differentgroup and time point.Results:1. The frequency of senior high school students in academic emotion was:happy(29.35±3.58)>anxiety(24.55±5.09)>boredom(23.50±8.14)>relax(20.64±2.23)>frustrated(18.05±3.85)>annoyed(17.89±3.68)>hope(17.26±2.15)>pride(16.32±4.45)>ashamed(14.56±3.62)>calm(14.30±2.79)>content(13.54±3.24)>helpless(12.69±3.85)>upset(10.68±3.22). Significant differences were found in grade, gender level, and only child or not on academic emotion. Incorporate is: grade one in high schoolexperience more negative high-arousal emotions, such as anxiety, ashamed, annoyed.Boys experience more emotions like pride and content, girls experience moreemotions like anxiety, ashamed and annoyed. The only child experience morepositive high-arousal emotions like pride, happy, hope.2. There is significant correlation between academic emotion andself-concept.Self-concept has a certain predictive ability of academic emotions.Academic self-concept correlated positively with positive emotions, negatively withnegative emotions. Prediction of degree from high to low is positive high-arousalemotions,positive low-arousal emotions, negative high-arousal emotions and negativelow-arousal emotions.3. The effect of self-concept group guidance on self-concept and academicemotion of senior high school student①The effect of self-concept group guidance on self-concept:Dimensions of physical self, moral self, family self, social self, self concept, selfsatisfaction, self action, self-concept scores of text group were measured rising beforepretext. Compared with the control group, the difference was statistically significant,and the scores are higher than the control group in dimensions of physical self,psychological self, moral self, family self, social self,self concept, self satisfaction,self action, self-concept.②The effect of self-concept group guidance on academic emotion:Dimensions of positive high-arousal emotions(happy), positive low-arousalemotions(content), negative high-arousal emotions(anxiety, annoyed), negativelow-arousal emotions(boredom, helpless, upset) of text group were measuredSignificantly different before pretext. Compared with the control group, thedifference was statistically significant in positive low-arousal emotions(content,calm), negative high-arousal emotions (anxiety,ashamed) and negative low-arousalemotions (boredom, helpless, frustrated, upset).,which performance for the lowernegative emotions and higher positive emotions. Conclusion:1. Senior high school students experience more negative academic emotiosthan positive academic emotions.2. Boys experience more positive emotions than girls. The only child experiencemorepositive emotions. Grade one in high school experience more negative emotions.3. There is significant correlation between academic emotion and self-concept.Self-concept has a certain predictive ability of academic emotions.4. Self-concept group guidance has on effect on improve senior high schoolstudents’academic emotions.