| Psychologists believe that emotion has an important influence on people’s behavior,such as primary school students’ personality, behavior and learning. Academic is theimportant content of senior students in primary school. The research of academic hasalways been popular, whereas in the past, the study of academic is mainly composed ofcognition, motivation, willpower, etc. Since Pekrun et al.(2002) formally put forward theconcept of academic emotions, especially under the rapid development of positivepsychology, the theory of multiple intelligence, people pay more and more attention toacademic emotional impact on academic performance. Senior students in primary schoolare at the stage of emotional instability. This period of academic emotions have a greatinfluence on their learning attitude, self-efficacy and learning motivation. By reading therelated literature, we found the study of elementary school emotions mostly concentratedin the reducing negative academic emotion, only facing to one particular group. Theresearch for overall, by improving the positive academic emotions to improve students’academic is less.Senior students in elementary school are in the rapid development stage of thinkingand cognition. It is the important period to developing a good interest in mathematics andto forming stable positive academic emotions. Therefore, this study decided by improvingthe student’s positive academic emotions to promote student’s mathematics academicachievement. Through the comparative analysis, found that many factors affect students’academic emotion, involving three aspects to the school, family and individual.Considering the actual operational, intervention of the factors such as delivery, combinedwith Dong, et al.(2012) research and through evaluation of teachers’ and parents’expectations, students study group intervention to change students’ academic emotions,increasing students’ positive academic emotions experience, reducing negative academicemotions, so as to promote the improvement of math academic achievement.This study selected two parallel classes in the same primary school, grade four, withthe same mathematics teacher as experimental object, in Yantai city. One of the classes wasthe experimental group (56), another for the control group (52). We chose last term’s final-term math scores as pre-test result and this term’s final scores asthe post-test one. Academic emotions questionnaire using Yu and Dong (2007) revision,compiled the formal edition of the youth academic emotions questionnaire. The teacher’sintervention was given mainly with teaching seminars, for parents given with trainingseminars, for students given with group counseling, a total of7times,45minutes at a time.In the case of group guidance effect is not obvious, has carried on the individualcounseling for individual students, the number of intervention is7times. The wholeintervention period was for a semester.This study the main results were as follows:1. By intervening in human factors (teachers’ evaluation, parents’ expectations,mutual learning) can change the students’ academic emotions. The Result showed that theexperimental group students’ academic mood had changed, the dimension of two positiveacademic emotions had greatly improved and in two negative dimensions on the academicemotions had significantly lower. After a semester of continued intervention, the change ofstudents’academic emotions was obviously promoted.2. By intervening academic emotions can obviously promote the math scores. The testof the experimental group and control group found that academic emotions associated withthe math grades at the significant level. Through the intervention, we found that the twodimensions of academic emotions had a significant positive correlation with math grades;two dimensions of negative academic emotions had a significant negative correlation withmath achievement. By comparing the academic emotions of four dimensions, found thatpositive low arousal academic emotions had the most influence on academic achievement. |
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