A Study On The Relationship Between Academic Emotion And Teacher Support Of The Private Higher Vocational College Students

Academic Emotion refers to various learning related emotional experience,the academic performance of students,will have an important impact on mental health and quality of life.Higher vocational college students as a special group of college students,the number of students enrolled in more and more,social demand is also growing.But the theory of higher education is in an awkward position in the nature orientation of higher vocational colleges.Due to the awkward position and social prejudice in higher vocational colleges,but also makes the higher vocational students in learning process will produce some negative academic emotions,these negative emotions of Higher Vocational Students' growth and development will have a negative impact.In recent years,especially the Academic Emotion of private higher vocational college students has become a hot topic of concern.At present,the specific situation of the students' Academic Emotion and the influence of the factors on the students' academic emotions are the people who want to know.Based on this,this study selected 3 private vocational school students as the research object,using the questionnaire survey method,the relationship between the perceived teacher support and academic emotions of private vocational college students was studied in depth.Results show:(1)Analysis of the characteristics of academic sentiment in higher vocational school shows that boys' experience of negative low awakening is obviously higher than that of girls.Academic emotions 11 dimensions from weak to strong are: happy,decadent,pride,relax,numbness,distress,satisfaction,tired,confused,anxiety,regret.Comprehensive analysis shows that higher vocational college students have a more rich academic sentiment,the negative emotional experience was significantly stronger than positive emotions.(2)In the analysis of academic sentiment,there are obvious gender differences in decadence and numbness.Mainly for boys in these two dimensions of the results were significantly higher than girls,boys and girls in other dimensions on the performance of roughly the same.(3)Happy,anxiety,regret,decadence,confusion,numbness,boredom,distress dimension there is a significant grade difference.The level of happiness of junior high school students was significantly lower than that of junior and junior students.The anxiety and decadence level of junior high school students were significantly lower than those of junior college students.Two;sophomore high school students numbness,distress,tired level was significantly lower than freshman,junior.(4)Support from academic emotions and feelings of the students to the teachers of correlation analysis results can be seen,learning support,emotional support and the total of teacher support were positively correlated with satisfaction and happiness.Learning support,ability to support,emotional support and the total of teacher support were positively correlated with relaxation and pride,and negatively correlated with confusion and boredom..Learning support was negatively correlated with decadence.Learning support,emotional support and the total of teacher support were negatively correlated with numbness.Finally,learning support and the total of teacher support was negatively correlated with pain.In addition,learning support,ability support,emotional support and the total of teacher support were positively correlated with positive-high arousal academic emotions and positive-low arousal academic emotions.Ability support,emotional support and the total of teacher support were negatively correlated with negative-low arousal academic emotions.(5)Support from feelings of the students to the teachers and academic emotions of the regression analysis results can be seen that learning support,ability support and emotional support can explain 15% of the total variance of positive-high arousal academic emotions.Learning support and ability support can explain 10% of the total variance of positive-low arousal academic emotions.Finally,learning support and emotional support can explain 8% of the total variance of negative-low arousal academic emotions.