Academic Emotions And It’s Influential Factors Of Reform School Students

With questionnaire and IAT, this study investigated the characteristic of academic emotion and implicit academic emotion of reform school students and regular school students, as well as the factors influencing of reform school students’academic emotion. The participants were 92 reform school students from grade 7 to grade 9, and 164 regular school students from grade 7 to grade 9. The results showed that:1、Reform school students had more negative-low arousal academic emotions than regular school students. Significant grade differences of academic emotion was found between reform school students and general school students.Grade 8 reform school students felt more negtive-low arousal academic emotions and less positive academic emotion than the regular school students of the same grade. On the contrary,Grade 9 reform school students felt more satisfy and relax academic emotion and less negtive-high arousal academic emotion than the regular school students of the same grade2、There were significant grade differences in reform school students’ four kinds of academic emotion. Grade 8 reform school students’positive-high arousal academic emotion was significantly higher than grade 7and grade 9 reform school students’.The level of positive academic emotion of students in non-single-parent families was significantly higher than those in single-parent families. There were no significant differences in academic emotion among reform school students in different levels of parental education.3、Implicit Associate Test (IAT) experiment verified the existence of implicit academic emotion. Reform school students’ implicit characteristic of academic emotion was positive. There were no significant differences of the implict academic emotion between reform school students and general school students.4、There is no significant correlation between reform school students’explicit and implicit academic emotion, which proved that explicit and implicit academic emotion were two relatively independent systems.5、Significant differences were found among the reform school students of different attributional pattern to academic success and academic failure.6、Reform school students’positive academic emotions had a positive relation with academic self-efficacy、the use of learning strategy and negative-low arousal emotions had a negative relation with academic self-efficacy、the use of learning strategy. Self-efficacy can forward predict positive academic emotions and predict negative-low arousal emotions negatively. Additionly,positive high-arousal academic emotion can forward predict the use of learning strategy and predict negative-low arousal academic emotion nagatively.7、There was no significant correlation between implicit academic emotion and academic self-efficacy.Moreover there was no significant correlation between implicit academic emotion and the use of learning strategy. Academic self-efficacy and the use of learning may not inflence implicit academic.