The Relationship Among Achievement, Academic Emotion And Motivation Of High School Students

Education refers to all destinations affect the person’s physicaland mental development of social practice. High school has a lot ofpressure on study. We want to ensure that students individualdevelopment,so how to make students happy and spontaneous tolearn is the most important thing to promote the development ofeducation. Academic emotion is an important aspect to measurewhether the students in the learning can happy to learn. Andachievement motivation has important influence that whetherstudents can independent study or not. Summarizing the domesticand foreign research on students achievement motive and academicemotions found that grades, academic emotions and achievementmotivation have significant relationship. Now research attachesgreat importance to the academic emotions and achievementmotivation effect on academic performance. I want to study whetherlearning grades and academic emotions can affect the achievementmotivation. Refer to our research to discuss whether we can improveschool grading system or students’ academic emotions to improvestudents’ achievement motivation.So that make education form avirtuous cycle. I use the academic emotions questionnaire write by Yu Guoliang(2007) and the achievement motivation questionnaire dubbed andrevised by Ye Renmin and collect the students’ academicperformance to do the research. Here I present the results of thestudy:1. High school students to experience the high arousal emotionsthan low arousal emotions, they experience more positive emotionsthan negative emotions.2. High school students in grades has significant differences onthe four academic emotional dimension. High group studentsexperience more positive academic emotions,such as happy, satisfyand calm. Low group students experience more negative academicemotions,such as anxiety, shame, helpless and depressed. Low groupstudents individual differences is the largest on positive academicemotions. High group students individual differences is the largest onnegative academic emotions.3. In low arousal academic emotions of positive and high arousalacademic emotions of negative, discipline and groupings havesignificant interaction.Grouping of arts and science students scorefrom high to low grouping are falling on low arousal academicemotions of positive. In high arousal academic emotions ofnegative,grouping arts living score from high to low group showing arising trend, the school of science living the present a downwardtrend after rising first.4. Awaken in low positive academic emotions, grade and grouphave significant interaction. from senior one to senior three Highgroup students scored lower and lower gradually, low group students score increase gradually.5. High school students learning and motivation significantlypositively related to the pursuit of success. The positive academicemotions and pursuit of success significantly positive correlation,and negative low arousal academic emotions has significant negativecorrelation. The negative academic emotions and motice to avoidfailure significantly positive correlation, and positve low arousalacademic emotions has significant negative correlation.6. Learning motivation has a direct positive prediction for thepursuit of success, positive high arousal, positive low arousal and lowarousal negative academic emotions studies in pursuit of successfulachievement motivation in learning effects play a mediating role, andthe pursuit of success by negative high arousal academic emotionscover effect in terms of academic performance. On to avoid failure ofachievement motivation, learning through positive low arousal,negative high arousal and negative mood low arousal studies to avoidfailure of achievement motivation have the cover effect.