A Study On The Relationship Among The Perceived Psychological Environment,academic Emotions And Academic Achievement Of Middle And Higher Grade Students In Primary School

The primary stage is the basic stage of compulsory education,primary school learning will affect the future developm ent of students,so the study of the specific aspects of learning can play a practical guiding significance.As an important stage of primary school,grade four to grade six are also the key period to study and i mprove the perceived psychological environm ent of the individual.Therefore,this study is aimed at students from grade four to grade six.As the subjective and objective factors that affect the learning,the perceived psychological environment of the individual and academic emotion have an important effect on the academic achievement.Therefore,this study takes the m iddle and higher grade students in prim ary as an exam ple and takes the s tudents' academic achievement as th e basic res earch point,explores the influence of perceived psychological env ironment and academ ic emotions on academic achievement.The questionnaire used in this study is the psychological environm ent questionnaire and primary school academic emotion questionnaire,The sample of two primary school in Shijiazhuang city and c ounty were selected from grade four to grade six,a total of 554 students conducte d a questionnaire survey.By using independent samples T test,one-way ANO VA,Pearson correlation,regression analysis and structural equation model analysis,sy stematically explore the relationship among the perceived school psychological environment,academic emotion and academic achievement.The following results are:(1)There are significant differences in gender and grade in som e dimensions of perceived psychological environment.Specifically as follows: boys and girls in the fairness and justice of this dimension has reached a significant difference.Four,grade six students and grade five or six students in the school safety and order to achieve a significant difference in this dimension.(2)No significant gend er differences in students' academic emotions in high grade primary school,but positive low arous al in the year there are significant differences,as follows: four,the sixth grade students and five or six grade students in positive low arousal dif ference on this dim ension reached a ve ry significant difference.(3)there is a si gnificant correlation between the perceived psychological environment,academic emotions and academ ic achievement of the students in th e middle and upper grades of pri mary and middle school students(three).Support and acceptance,the indiv idual perceived school psychological environment of fairness and justice,to encourage independent and cooperation in three dim ensions and positive low awaken,was ve ry significantly positively related to academ ic achievement;support and acceptance,the individual perceived school psychological environment of fairness and justice,to encourage autonomy and cooperation the three dimensions and negative high arousal,ne gative low arousal exhibited significant negative correlation with academ ic achievement;academic emotions in positive emotions was very significant p ositive correlation,a very si gnificant negative correlation with academic emotions in negative emotion.(4)academic emotions(positive high arousal,n egative low arousal)in high grades in the prim ary school students pe rceived school psychological environm ent(fair)to fully m ediated regression academic achievement in high grades in th e primary school students perceived school psychological environment(fairness and justice)by academ ic emotions active high arousal and negative low arousal af fect academic performance.