The Relationships Between Neichuban Students’ Academic Emotions,Self-efficacy And Classroom Environment Of English Subject

English academic emotions are the emotions that are experienced when students are learning English,including positive high-arousal emotions,positive low-arousal emotions,negative high-arousal emotions and negative low-arousal emotions.On the basis of Pekrun’s Control-Value Theory,the study was implemented to do a research for the Relationships between 840 Neichuban students’ Academic Emotions,Self-efficacy and Classroom Environment of English Subject,and to provide a new way for improving the English learning level by Middle School Students’ English Academic Emotions Questionnaire,Middle School Students’ English Learning Self-efficacy Scale and High School English Classroom Environment Scale.The conclusions are as follows:(1)In the process of English learning,Neichuban students experienced more positive high-arousal emotions,positive low-arousal emotions and negative high-arousal emotions.Broadly speaking,positive emotion are more than negative emotions.Neichuban students generally have a high level in English learning self-efficacy and perceived good classroom environment.(2)In terms of gender,the scores of boys in positive high-arousal emotions are significantly higher than girls,but are significantly lower than girls in English learning self-efficacy and classroom environment.As to living area,North Xinjiang students’ scores of the “high-arousal emotions”,“curriculum coping” and“cooperation”are significantly higher than that in South Xinjiang.However,South Xinjiang students’ scores of “teachers’ support” are significantly higher than that in North Xinjiang.As for grade,positive emotion scores of junior students are significantly higher than that of high grade students,but negative emotion scores are significantly lower than that of high school students.English learning self-efficacy will increase with the grade firstly and then decrease.There are significant differences between self-efficacy of different grades.The scores of “teacher support” and “cooperation” from high to low grade grade decrease significantly.In terms of nationality,positive high-arousal emotions,“sense of self-confidence” and “sense of curriculum goal” have significant differences in the scores of students of different nationalities,and the score sequence from high to low is Han,Hui,Uygur,Kazak and kirgiz.(3)Neichuban students’ positive academic emotions and English learning self-efficacy have a significant positive correlation,and negative academic emotions and self-efficacy are significantly negatively correlated.A correlation between the dimensions of positive English academic emotions and English classroom environment is significantly positive.A significant correlation between negative emotion and classroom environment dimensions is significantly negative.The relationship of correlation between English learning self-efficacy and “student intimacy” is not significant,but there is a significant correlation between the other four dimensions of English classroom environment with English learning self-efficacy.(4)Neichuban students’ English learning self-efficacy plays the partial mediating effect on the influence imposed on positive academic emotions by classroom environment.(5)Neichuban students’ English learning self-efficacy plays the complete mediating effect on the influence imposed on negative academic emotions by classroom environment.According to the study,the suggestion is given to help Neichuban students elevate their English learning as follows.(1)Optimizing English teaching methods and considering the different-level students.(2)Improving English learning strategies and enhancing English learning efficiency.(3)Strengthening the psychological health education,advancing the psychological early-warning system...