Study On The Junior Students’ Academic Emotions And Their Relationship With Academic Achievements

Students in middle school display a variety of emotions, both positive and negative. The purpose of this essay is to identify the elements that effect middle school students’ academic achievement through analyzing their emotiona l display. That is, to highlight the relation between their academic emotions and their academic achievements.This research is based on students from middle school prep classes, with 8th and 9th grade as its primary target(10 classes totaling 260 stude nts, 144 male and 116 female). Students were evaluated by the academic emotion system which incorporated students ’ academic emotion statement. Two test results were collected for the subjects of Chinese, mathematics and foreign language, therefore being transferred to Z value as their academic achievement.The results show:(1) There is no significant difference in other emotion spectrums despite the negative low arousal emotion spectrum for all 4 grades.(2) There is no significant difference in all 4 acad emic emotion spectrums between Shanghai students and non-Shanghai students.(3) Male students experience more “negative low arousal emotion” than female students. There is no difference in the other 3 spectrums.(4) There is no significant difference in an y of the spectrums between the only-child students and the students who have siblings.(5) Emotions such as helplessness, anger and pride would directly predict students’ achievement of Chinese, while emotions such as satisfaction, pride, helplessness and anxiousness would directly predict students’ mathematics and English achievement.