The Primary And Middle School Students Academic Emotion, Academic Attribution And The Relationship Between The Academic Performance

The academic performance of primary and middle school students has always been the focus of attention. To investigate four to nine grade students’ academic emotions and learning attribution of the status quo, and analyzes the relationship, further explore academic emotions and learning attribution effects on academic achievement. Purpose is to understand students’ academic performance concrete influence factors, provide guidance for the next step of education teaching work, also to help students’ study. Using academic emotions scale and academic achievement attribution scale of xi’an questionnaire survey to1284four to nine grade students. The results of the study:(1) In terms of academic emotions, primary and middle school students in positive emotions and negative emotions had significant differences between grade, students had no significant differences in negative low arousal, primary school students there was no significant difference in positive low arousal. Active high arousal emotions have increasing trend with the increase of grade. Primary and middle school students of different sex in on negative emotions had significant differences, there is no significant difference in positive emotions. High school boys on positive emotions and negative emotions scores were higher than girls and primary school girls scored higher than boys in positive emotions, boys than girls in the negative emotion. Elementary student’s positive emotion, in general, much less, but the primary and secondary school students academic emotions is very rich, positive emotions and negative emotions exist at the same time.(2) In terms of learning attribution, on ability, effort and luck attribution of primary and middle school students there are significant differences between grade, students had no significant differences in situational attribution, attribution is consistent. In eighth grade scores highest ability, effort and luck attribution. Fourth grade scores the highest in terms of ability and effort attribution, sixth grade scores the highest in terms of situation and luck attribution. Primary and middle school students of different sex on the attribution of basic does not exist significant differences. Boys in all aspects of attribution score were higher than girls. Visible, middle school students are mainly internal attribution, and pupil is external attribution in prominent, the external environment impact on primary school students is very important.(3) Academic emotion, learning attribution, and academic performance had different degrees of correlation between each other, learning attribution is positive academic emotions and academic achievement among some intermediary factors, is also a negative academic emotions and academic achievement between the partial intermediary factors. Among them, for middle school students, the ability attribution in positive academic emotions and academic achievement, had partial intermediary role between luck attribution in negative academic emotions and partial intermediary role between academic achievement; For elementary school students, the ability attribution in negative academic emotions had partial intermediary role between academic achievement.Conclusion:academic emotions and learning attribution have prediction effect on academic performance, academic emotions directly influence on academic achievement, but can be by indirect influence on academic achievement attribution of intermediary variables.