The Relationship Between Middle School Students’ Perception Of School Climate And Their Academic Emotions

Academic emotions, which are the highly concern of scholars in recent years, have a close relationship with the students’ academic achievement, cognitive level, and environmental factors. Middle school students’ perception of school climate are the important students’ psychological environment in school, the school is students’ main environment of study and life. Through the questionnaire survey, this study examines the middle school students’ academic emotions and their perception of the school climate, and analyzes the relationship between them. The results show as follows:1) On the whole, middle school students experience more positive emotions than negative emotions, more high arousal emotions than low arousal emotions. On gender differences, girls’ anxiety and depression are more than boys, and girls’ happy mood are also higher than boys. On the grade difference, grade seven are higher in happy mood than grade nine, grade eight are higher in proud mood than the seventh grade, grade seven are lower in boredom than grade eight and grade nine.2) On the whole, middle school students’ perception of school climate features are as follows:scores of the relationship between teachers and students, peer relations scores, scores of order and discipline, and the development of diversity scores are relatively high, with minimal academic pressure points, which can be the close type. In terms of gender differences, boys and girls have significant differences in the whole school climate, peer relations and developing diversity dimensions, the scores shows that girls are significantly higher than boys. From the point of grade differences, except peer relations and order and discipline, all dimensions have significant grade differences. On the whole school climate, grade eight are significantly lower than grade nine, which means grade eight have the worst perception of school climate. The students’ academic pressure are gradually increased as the rise of grade, and the differences between grades are significant. 3) The correlation between the junior middle school students’ perception of school climate and their academic emotions are as follows:junior high school students’ perception of school climate and academic emotions show significant correlation between each dimension. Academic pressure is negatively correlated with positive academic emotions, has positive correlation with negative academic emotions. On the contrary, other dimensions in school climate was significantly positively related to positive academic emotions, have negative correlation with negative academic emotions. Among all the13kinds of academic emotions, only pride is not closely related with the dimensions in school climate, and other academic emotions are all significantly related with the dimensions in school climate.4) Students’ perception of school climate dimensions have different degrees of direct prediction effect on different dimensions of academic emotions.