The Characteristics Of Middle School Students’ Academic Emotions And The Effect Of Academic Emotions On Academic Performance:the Mediating Effect Of Emotional Intelligence

Academic performance has been regarded as an important indicator to measure students’ knowledge level and it even influences the students’future. However, academic performance is affected by a lot of factors. Existing research shows that academic emotions, the non-cognitive factors, are one of the most critical influences. Even so, there are still some deficiencies on the relations between academic emotions and academic performance. Such as the existing results are inconsistent; the main research method is questionnaire survey and experimental research should be adopted to further demonstrate the relationship between them; there is no research about the internal path between them. Therefore, on the basis of the literature review on academic emotions and academic performance at home and abroad, we are trying to explore the effect of academic emotions on academic performance through a series of studies.Study 1 investigates the general situation of academic emotions and analyzes its demographic characteristic in middle school students through the way of questionnaire. Study 2 explores the relationship between the academic emotions and the academic performance from the perspective of correlation analysis. Study 3 discusses how the academic emotions affect the academic achievement through the experimental method further. Study 4 examines how academic emotions impact academic performance:the mediating role of emotional intelligence.We draw the following conclusions by the above-mentioned research:1. The middle school students experience more positive academic emotions. In addition to the negative low-arousal academic emotions, the means of the other three academic emotions (positive high-arousal, positive low-arousal and negative high-arousal) are all above the medium threshold and the average score of positive academic emotions is significantly higher than that of negative academic emotions. However, there are significant differences among the different students:(1) There are significant gender differences in positive low-arousal and negative high-arousal academic emotions:the boys score higher than girls in positive low-arousal (p<0.001) and the girls score higher than boys in negative high-arousal academic emotions (p<0.05). (2) There are significant differences between the junior and senior high school students in positive low-arousal, negative high-arousal and negative low-arousal academic emotions (p<0.001). There are significant grade effects among middle school students in positive high-arousal, positive low-arousal, negative high-arousal and negative low-arousal academic emotions (p<0.05). (3) There are significant school type differences among positive high-arousal, positive low-arousal and negative low-arousal academic emotions:the average score of the key middle school students is significantly higher than the common middle school students in positive high-arousal and positive low-arousal (p<0.01) and the average score of the common middle school students is significantly higher than the key middle school students in negative low-arousal (p<0.001). (4) There are significant family residence differences among positive low-arousal, negative high-arousal and negative low-arousal academic emotions:the average score of the students who live in town is significantly higher than the students who live in the rural areas in positive low-arousal (p=0.001) and the average score of the students who live in the rural areas is significantly higher than the students who live in town in negative high-arousal and negative low-arousal (p<0.001). (5) The middle school students’academic emotions differ significantly according to whether they are class leaders. Students who are class leaders experience statistically more positive academic emotions than students who are not class leaders (p<0.001) and students who are not class leaders experience statistically more negative academic emotions than students who are class leaders(p<0.001).2. There exists statistically correlation between academic emotions and academic performance (p<0.001). Significant positive correlation is demonstrated between the positive academic emotions and academic performance and significant negative correlation is demonstrated between the negative academic emotions and academic performance.3. There are significant academic emotions differences among students with different academic achievement in middle school (p<0.001). The higher-score group experience significantly more positive academic emotions than the mid group and the lower-score group and the higher-score group experience significantly less negative academic emotions than the mid group and the lower-score group.4. All of positive high-arousal, positive low-arousal, negative high-arousal and negative low-arousal academic emotions can predict academic achievement significantly. Among them, the positive low-arousal academic emotions have the best predictive power.5. Academic emotions can affect academic performance in middle school students and the positive academic emotions can promote academic achievement, which is also demonstrated by experimental study.6. Emotional intelligence plays a partial intermediary role between academic emotions and academic performance.