Research On Relationship Of Academic Emotion,Academic Self-efficacy And Academic Achievement Among The High School Students

This study explores high school academic emotions,academic performance characteristics and mutual relations as the main target,to empirical teachers and education workers to better understand the relationship of students' academic self-efficacy,academic emotion level and academic performance,to guide students to cultivate good academic self-efficacy and academic emotion,improve academic performance for better development.The research object is Baoji city in shaanxi province at a high school 540 high school students,The research was using documental analysis and Guoliang Yu and Dong Yan compiled by the academic emotions questionnaire and Yusong Liang compiled by the academic self-efficacy questionnaire has carried on the questionnaire survey.using data processing method for example independent samples t test,F test,correlation analysis,and regression analysis,explore the high school students in academic self-efficacy and academic emotions on the characteristics and the relationship with academic achievement.The results show that:(1)High school students academic self-efficacy are belong to the average level,but the ordinary degree is not high;high school students in learning behavior slightly lower than learning ability self-efficacy;high school students academic self-efficacy exist significant gender differences in learning abilities;boys study ability self-efficacy is significantly higher than girls;there is no grade differences;there is no differences between different urban-rural areas;there is no difference between different home of whether they have brothers or sisters;there is no differences in liberal arts and science.(2)High school students have more positive academic emotions;present a significant gender difference;on the positive-high arousal dimension,grade one and grade three students exist significant differences;on the positive-low arousal dimension,grade two and grade three students exist significant differences;on the negative-high arousal dimension,grade two and grade three,grade one and grade three students exist significant differences;on the negative-low arousal dimension,there is no grade differences;there is no difference between different urban-rural areas;there is no difference between different home of whether they have brothers or sisters;there were significant differences in liberal arts and science students of two dimensions of academic emotions in positive-high arousal and negative-high arousal.(3)High school students academic self-efficacy,academic emotion and academic performance significantly correlated to the three variables between the two.Specific,academic self-efficacy and academic performance present a significant positive correlation;positive emotions and negative emotions have a inverse correlation to academic performance.there is significant positive correlation between positive emotions and academic performance;there is significant negative correlation between negative emotions and academic performance;there is significant positive correlation between academic self-efficacy and academic performance.Positive academic emotions and academic self-efficacy showed significant positive correlation;negative emotions and learning ability academic self-efficacy showed a negative correlation,negative-high arousal dimension and learning behavior self-efficacy showed a positive correlation.(4)High school students academic self-efficacy and academic emotion can effectively predict their academic performance.(5)High school students academic emotions are intermediary variable between academic self-efficacy and academic performance,in the middle of the both the partial intermediary role.On the above research results of academic self-efficacy,academic emotion and academic performance,in order to improve high school students academic performance,this research put forward advice form this two sides:(1)Using improve the academic self-efficacy level to raise academic performance.The advice for academic self-efficacy of gender difference: sincrease successful experience;select the appropriate model;form a correct way of attribution;persuade positive words.(2)Using improve the academic emotion state to raise academic performance.1.The advice for academic emotions of gender differences.First,teachers should active establish harmonious relationship between teachers and students;Second,students should learn correctly handle the relationship between competition and cooperation,set up the correct view of competition.2.The advice for academic emotions of grade difference.First,teachers use a variety of teaching methods;Second,parents set up the reasonable expectations of pressure.3.The advice for academic emotions of liberal arts and science differences.First,students establish friendly partner relations;Second,parents set up the correct cognitive evaluation.