Study On The Relationship Between Deaf College Students’ Academic Values And Academic Emotions, Academic Self Management Ability

Learning is the first duty of deaf college students. The deaf college students only through learning, acquire a knowledge of skills, enhance their own quality, to independent living, a dignified life and, in turn, contribute to society, realize self-worth. The deaf college students in the learning process, due to the defects of the body, receiving the way of knowledge is restricted, brought many difficulties to study. The deaf college students to complete their studies smoothly, realize self value must have a correct cognition on education. As the views of all the school academic values and has important guiding significance to the deaf college students’ learning. In the process of learning, the deaf college students is always accompanied by certain academic emotion, this kind of academic emotions influence deaf college students’ learning effect. Deaf college students want to smoothly and successfully complete their studies, you must know the value of learning, actively adjust their mood, enhancing the management level of academic self-handicapping. For a long time of deaf college students’ learning psychology research in China mainly focus on learning effect, learning adaptability problem. Have not someone uses empirical research methods to explore the relationship between the deaf college students’ academic values, academic emotions and the self management. This research have certain innovation.The conclusions of this study:(1) "The deaf college students’ academic values questionnaire" and "the questionnaire of deaf college students’ academic self management and revised "the deaf college students’ academic emotions questionnaire" has good, reliability and validity of accord with the requirement of psychometrics, can be used as a study measuring tool.(2) Deaf college students’ academic values is divided into four dimensions.(3) Deaf college students score on girls in academic ability, interests, and promote the development dimension score is significantly higher than boys.(4) The deaf college students academic values do not exist significant differences on whether the one-child; the interest and ability dimension of academic values exist significant differences,students from city scored significantly higher than that of students from countryside.(5) Deaf college students academic values does not exist significant differences in grade, A sophomore scored significantly higher than freshman in the total score and the pursuit of status, honor self-esteem dimension.(6) Deaf college students’ academic values exist significant differences in different study result. Students with good and general study result scored significantly higher than students with poor academic performance in total score of academic values and each dimension.(7) Deaf college students of different relationship with teachers exist significant differences in academic values and each dimension. Good relationship with teachers students scored significantly higher than alienate students relationship with teachers.(8) Deaf college students’ academic emotions is divided into four dimensions, positive academic emotions scores higher than negative academic emotions.(9) There is no significant differences in positive academic emotions and negative academic emotions.(10) There is no significant difference of deaf college students’ academic emotions on whether the one-child and different nationalitie.(11) Deaf college students’positive academic emotions and negative academic emotions do not exist significant differences in grade. There is significant differences in grade of academic incompetence, junior and senior students scored significantly higher than that of a freshman.(12) Deaf college students’ academic emotional score and positive academic emotions exist significant differences in different study result, Students with good study result scored significantly higher than students with poor academic performance.(13) Deaf college students of different relationship with teachers exist significant differences in academic emotional score and positive academic emotions. Good relationship with teachers students scored significantly higher than alienate students relationship with teachers.(14) Deaf college students’ academic self management is divided into four dimensions.(15) There is significant difference of total score of deaf college students’ academic self management and the dimension of cognitive reflection, planning, implementation, inspection remedies in gender, boys scored significantly higher than girls.(16) The deaf college students’ academic self management do not exist significant differences on whether the one-child.(17) There is significant difference of the dimention of processing of deaf college students’ academic self management in the grade. Freshman and sophomore students scored significantly higher than senior student(18) Deaf college students’ academic self management exist significant differences in different study result. Students with good study result scored significantly higher than students with poor study result.(19) Deaf college students of different relationship with teachers exist significant differences in academic self management. Good relationship with teachers students scored significantly higher than alienate students relationship with teachers.(20) Deaf college students’ positive academic emotions and academic values and academic self-management have significant positive correlation. Academic values and academic self-management have significant positive correlation.(21) Deaf college students’ positive academic emotions play partial intermediary role between academic values and academic self management.