The Status And Intervention Study On Maths Academic Emotions And Self-regulated Learning Of Middle School Students

Academic emotions are emotions that learners experience and related to any kindof learning activity, which are diverse, contextual, and dynamic. Self-regulatedlearning is a process that learners adopt meta-cognitive strategies, adjust motivation,and apply appropriate studying skills during any learning activity.This study investigates students from8thgrade in a public middle school inDezhou, Shandong Province. With Questionnaire on Middle School Students’mathsAcademic Emotions, Scale on Middle School Students’ Self-regulated learning, andteachers’ self-compiled tests, the study examines the status of middle school students’maths academic emotions and self-regulated learning, and their relationships withacademic achievement. Based on the knowledge of status, the author carried outintervention study on maths academic emotions and self-regulated learning. Here arethe findings:(1)For maths academic emotions, there are significant differences on middleschool students with various academic achievement.(2)As of self-regulated learning strategies, middle school students with variousacademic achievement have significant differences on plan and goal setting, selfmonitor, effort management, and resource management.(3)All dimensions of maths academic emotions and several dimensions ofself-regulated learning have significant correlation with academic achievement.(4)After group intervention, either on maths academic achievement orself-regulated learning, middle school students show a significant improvement.(5)Students who have gone through interventions both on maths academicemotions and self-regulated learning at the same time have a faster development thanstudents who only have either one of them.(6)Students who have either kind of intervention have remarkable higher scoreson maths academic emotions, self-regulated learning, and maths tests during finalexam stage.