The Study On The Relationship Among High School Students’ Parental Rearing Styles, Academic Emotion And Academic Record

High school academic performance has been the issue of common concern to family, school and society. This study first to parents" rearing patterns, academic emotions and academic performance the relationship between the three variables as the research content, enrich the research object, expand the research content. This study was to explore whether parents’rearing patterns as family environment factors and academic emotions as individuals within factors will affect students’academic performance, the relationship between parents" rearing patterns as external environment factors and academic emotion as internal emotional factors,and whether parents’ rearing patterns can indirectly through influence academic emotions to affect academic performance. Accordingly, provides strong empirical basis for helping families to improve their ways of parents teaching, students’monitoring self academic emotions, and raising the academic achievement of the individual.1. parents teaching ways.Parents on both sides of the overall upbringing can present on a business trip of the opposite, but present ofen use more positive attitude to teach their kids. Secondly, on different demographic variables, high school students parents upbringing presents different difference.Parents’emotional warmth understanding way of family nurture still scored highest, and there is no gender difference in the children. But, in his father’s refused to deny the dimensions and excessive intervention to protect boys scored higher than girls, the boys in the mother’s overprotection dimensions also scored higher than girls. On the mother’s parenting, high grade score is significantly higher than grade three. Parents of only children in the understanding of emotional warmth dimension score significantly higher than the one-child, At the same time, parents of only children on the dimension of the excessive intervention to protect the scores were significantly higher than not only children. In the way of both parents understand dimensions emotional warmth, living in the town of children scored higher than children living in rural areas; non resident students score higher than the resident students. The school of science living parents upbringing score were higher than in the school of arts living, embodied in the school of science living understand mother’s emotional warmth and father dimension scores were higher than in the school of arts living of excessive interference protection.2. High school students in the all dimensions academic emotion exist differences in demographic variables. The key high school students in the score of positive emotional studies experience are significantly higher than that of ordinary high school, on the academic emotional experience of negative low arousal are significantly lower than the ordinary high school. The positive academic emotions involved proud, happy, hope, contentment and peace; negative academic emotions are tired and helpless. Boys ’total score of the active low arousal dimension are higher than girls, while in the score of negative high arousal dimension on the total is lower than girls. High school students in different grades have different academic emotions, on the positive academic emotions, grade one presents the highest score; on the positive high arousal dimension, grade oneis significantly higher than that of grade three, on the positive low arousal dimension, grade one is significantly higher than that of grade two. There is no significant difference in Only children with non-one-children on negative academic emotions, but in the hope of positive emotion factor, the score of only children is lower than not only children. High school studentsliving in rural in the score of thetwo positive academic emotions factor of pride and emeetarelower than the high school students living in cities and towns, and in helpless negative academic emotions factorare significantly higher than the high school students living in town. The high school students in residence in the score of the helpless negative academic emotions factor are higher than that of nonresident students,and in the relax positive academic emotions factor are lower than nonresident students. The students of arts in negative academic emotions are higher than the students of science, and on the active low arousal academic emotions are lower than the students of science,there are significantly differences in the four factors that specificallyperform in helpless, depressed, upset, and relax.3. High school students parental upbringing, there is a correlation between academic emotion and academic performance. In his parents’ parenting style and academic achievement of the related study,This study is a definite conclusion parenting refused to deny dimensions and academic performance significant negative correlation, emotional warmth and understanding dimensions and the conclusion of academic achievement was significant and positive correlation.In the related research of academic emotions and academic performance,this study found that positive academic emotions and academic performance is significantly related to the negative low arousal academic emotion and academic performance of significant negative correlation. On the one hand, emotions can forecast results in a certain extent; On the other hand, academic performance also has a feedback effect on emotion.4. Academic emotions in his parents’ parenting mediation role effect on academic performance. Active high arousal in mother refused to studies the mood, mother’s emotional warmth, father’s emotional warmth, three dimensions of intermediary effect between parents upbringing and academic performance significantly, partial intermediary role. Positive mood low arousal studies in the mother’s emotional warmth, father’s emotional warmth on the two dimensions of parenting way between academic achievement and the mediation effect significantly, partial intermediary role. Negative mood low arousal studies in his mother refused to, mother’s emotional warmth, father’s emotional warmth on the three dimensions of intermediary effect between parents upbringing and academic performance significantly, the partial intermediary role; At the same time, negative low arousal in his father refused to dimensions of completely intermediary role between parenting and academic performance, The way of his father refused to not directly affect the academic achievement of high school students, but by influencing the negative low arousal emotions affect academic performance in school. The results support the hypothesis of this study.Based on the research conclusion, this thesis aimed at family, school and students self improvement the corresponding Suggestions and measures are:1.To build the family atmosphere of equality communication, the role of parents are indispensable; 2. Schools explain emotional mechanism,students control their academic emotions; 3.Corret their efforts to target, wise to academic performance.