Influence Of College Students’ Positive Emotions On Learning Engagement And Academic Self-efficacy

In recent years, university has been taking more and more students, which affords more students the opportunity of entering the college. But what comes along is the uneven quality of the students admitted. Some university students are found susceptible to bad attitudes and behavior in their study and under the influence of bad mood or mentality problems they often experience confusion both in daily life and their study, and even their physical and mental health are affected. Educators encouraging students to be active learners can stimulate them to work harder while paying attention to their mood or feelings can protect them from being harassed by mental problems, thus helping their study. But both of them play key roles in students’ growth and learning and they are closely connected. Studies on the relationship of learning and mood present us a close-up of the general situation, which is conducive for students to develop in a well-rounded manner and provide referential theories and plans to improve the quality of education and talent cultivation. Aimed to grasp the general situation of college students in terms of their study and mood and other factors, this study collects questionnaire from 290 college students from two universities in Shanghai and the questionnaire includes three scales, the UWES-S, sense of self-efficacy scale, positive feeling scale and the results are as below.(1) College students in learning engagement, academic self-efficacy and positive emotion. The sense of self-efficacy is not affected by gender, grade, major, household registration place and other factors. The learning engagement is affected by the nature of the major as students of science study harder than those of arts. Female students experience positive emotion more frequent than the male counterparts and students with a town household registration feels more satisfied. There is no other difference besides these two points.(2) There is a distinctive correlation between learning engagement,academic self-efficacy and positive emotion. The correlation coefficient between learning engagement and optimism, confidence and happiness is respectively 0.178, 0.369 and 0.232; the correlation coefficient between self-efficacy and optimism, confidence and happiness is respectively 0.185, 0.524 and 0.275. The correlation coefficient between learning engagement and self-efficacy is 0.705.(3) Positive emotions of students, learning investment and learning self-efficacy among the three there are two wise correlations and also provides theoretical supports for improving learning behavior of college students in the future.