Study On The Relationship Between Academic Status And Perceived Stress,Emotion Status And Class Atmosphere Of Students In Kindergarten Teachers School

In recent years,as the rapid development of pre-school education in our country,all levels of pre-school education graduates in short supply,pre-primary education professionals at all levels by the community favor pre-school teacher training quality has become the focus of public concern.The secondary level(including secondary normal school and secondary vocational schools)pre-primary education graduates are the main source of kindergarten teachers,occupy a very large proportion of teachers.Therefore,the training of middle-level kindergarten teacher school students should become the top priority in the quality research of preschool education teachers,but there are few researches on the development of middle-level kindergarten teacher school students.In this study,the academic status(learning burnout and learning engagement)of middle-level pre-school students(kindergarten teachers and students)is considered as the foothold.Based on the relevant research home and abroad,this study explores the relationship between academic status and perceived stress,emotional state and class atmosphere of students in Kindergarten Teacher's School and attempts to find out the relevant factors to improve the academic status of students.The research object are students of Cheng de Kindergarten Teachers School.The research tools are "learning burnout scale"," learning engagement scale"," perceived stress scale "," PANAS " and " class atmosphere scale ".A total of 450 questionnaires were sent out,447 valid questionnaires were returned,and the effective rate of questionnaire recovery was 99.33%.Data collected by SPSS19.0 statistical software used to describe all the data statistics,the results are as follows:(1)The perceived stress,emotional state and academic status of each variable in the birthplace,student cadre,father's education level,mother's education level dimensions are not significantly different.(2)The positive emotion score of the only child was significantly higher than that of the non-only child;The perceived stress of the 5-yea students was significantly greater than that of the 3-year students.The third grade students' scores of negative emotions were significantly greater than those of the first and second grade students;Students with good grades generally have a feeling of perceived stress and learning burnout significantly less than those with a normal grade and poor grades;Students with better grades have a significantly higher level of positive emotions than those with poor grades and those with poor grades,students with normal grade learning is significantly less than Poor grade students in learning burnout.(3)Among the variables of perceived stress,emotional state and academic state,except the positive emotion and negative emotion,there are significant correlations between the other variables.(4)The perceived stress has a significant positive predictive effect on learning burnout,and has a significant negative predictive effect on learning engagement.The perceived stress has a significant negative predictive effect on positive emotions and a significant positive predictive effect on negative emotions.Positive emotions have a significant negative predictive effect on learning burnout,and have a significant positive predictive effect on learning engagement.Negative emotion has a significant positive predictive effect on learning burnout,and has a significant negative predictive effect on learning engagement.Positive emotions and negative emotions play an intermediary role between perceived stress and learning burnout.Positive emotions play an intermediary role between perceived stress and learning engagement.Negative emotions do not mediate between perceived stress and learning engagement.(5)Membership exchange in class atmosphere has a significant negative predictive effect on learning burnout;open atmosphere and member exchange have a significant positive predictive effect on learning engagement.The open atmosphere and the exchange of members have a significant positive predictive effect on positive emotions.Class atmosphere has no significant predictive effect on negative emotions.The atmosphere of openness plays a negative regulatory role in the relationship between perceived stress and learning engagement.Positive atmosphere plays a positive role in regulating the relationship between perceived stress and learning engagement.Positive atmosphere has a negative effect on the relationship between the perceived stress and positive emotional.Positive atmosphere has a positive effect on the relationship between negative emotion and learning engagement.In this study,we combine the academic status(learning burnout and academic input),perceived stress,emotional state(positive emotion and negative emotion),class atmosphere and other factors of kindergarten teacher school students and attempt to reveal the interrelationship among various factors.The research result provides a reference for the construction of preschool education.