Domain Specific Of Middle School Students’ Academic Emotions And The Relationship Of Their Academic Emotions, Academic Self And Academic Achievement

Academic emotions refer to emotions that students experience during academic learning, classroom guidance and after academic achievement,such as enjoyment in learning, pride after academic achievement, test anxiety. Foreign relevant studies indicate that students’academic emotions are domain specific, but related domestic researches are few. The purposes of this study are to investigate whether the academic emotions of domestic secondary school students are domain specific and to explore the relationship among academic achievement, academic self and academic emotions in three specific subject areas for language, mathematics and English. It’s helpful to understand the characteristics of middle school students’ academic emotions and how academic achievement and academic self-concept affect students’ academic emotions, and it also provides the theoretical basis of education intervention for educators. Through investigating 720 students in Hebei and Chongqing middle school, the results were as follows.1. Our middle school students learning in the classroom experience more positive academic emotions, such as enjoyment and proud, than the negative academic emotions, such as anxiety and bored.2. In three specific subject areas for language, mathematics and English, Middle school students’academic emotions are significant gender differences, but it’s different as different disciplines. Boys and girls in their own advantage disciplines are more enjoyment and proud emotions, less anxiety and bored emotions. Middle school students’ academic emotions, enjoyment, anxiety and bored, are Significant grade differences. Both in Junior high school and high school, students’ pleasant emotions decreases with increasing grade, and unpleasant emotions, anxiety and weary, increases with the increasing grades.3. Middle school students’ three academic emotions, enjoyment, anxiety and bored are domain specific, but academic pride emotions are not domain specific. There are significant disciplinary differences among language, mathematics and English for middle school students’ academic enjoyment, anxiety and bored emotions, but students’ academic pride emotion is not significant disciplinary difference.4. Data supported the extended internal/external frame of reference (I/E) model:(1) Math, English,and Chinese achievements are moderately correlated, but Math self-concept,Chinese self-concept, English self-concept are relatively independent.(2) Math,English, and Chinese achievements each had positive effects on the matching domain-specific self-concept; (3) Academic performance of students in a particular subject had a weak negative impact on academic self-concept of Other disciplines.5. In three specific subject areas for language, mathematics and English, Academic self was a moderate positive correlation with enjoyment and proud.6. In three specific subject areas for language, mathematics and English, academic self-concept makes an intermediary role between academic achievement and three specific academic emotions.