A Study Of Pupils’ Math Class-related Academic Emotions

Math class-related academic emotions refer to all emotions that experiences inthe process of mathematical learning. This study sets pupils as the research object,develops an effective math class-related academic emotions questionnaire, has ansurvey and an experimental study on it, and explores the factors and behaviors inclassroom.Three researches are designed.The first study is the development of math class-related academic emotionsquestionnaire and the investigation of it with two results.(1)According to valence andarousal dimensions,academic emotions include positive-high arousal emotion,positive-low arousal emotion, neutral emotion, negative--high arousal emotion, negative-lowarousal emotion,consist of17items, which has good reliability and validity, that canbe used as a tool to estimate primary school students’ math class-related academicemotion. Positive-high arousal emotion includes joy, preference, excitement, pride;positive-low arousal emotion includes relief, satisfy, interest, calm; neutral emotionincludes confusion; negative--high arousal emotion includes anxiety,anger, nervous,shame;negative-low arousal emotion includes boredom, weary, upset, frustrated.(2)The pupils’ math class-related academic emotions experience high arousal,andexperience more positive emotion than negative and neutral emotion. There is nosignificant gender difference in math class-related academic emotions,but there aresignificant differences among different academic achievements students.The second study is an experimental study of pupils math class-related academicemotions with two results.(1)The difficulty of course has a significant impact onpupils’ math class-related academic emotions.(2)On different degree course,the highacademic achievement students has significant difference on joy and relief; themedium academic achievement students has significant difference on joy, excitement,confusion, anxiety, nervous,boredom; the low academic achievement students hassignificant difference on shame.The third study is a research of the factors which can trigger primary students’math class-related academic emotions and the students’ behavior in math classroomwith two results.(1) It was found that individual, teachers, classroom contents,situational factors can help raising students’ math class-related academic emotions; There is no significant difference between boys and girls,neither among thedifferent academic achievement students.(2)The behavior in classroom can bedivided on positive behavior and negative behavior. Under each emotion,there is asignificant difference between positive behavior and negative behavior;at the sametime,each behavior has a significant difference under different emotions; inaddition,the pupils’ behavior has a significant gender difference and academicachievement difference.