The Influence Of Primary School Students' Orientation On English Learning Performance: The Mediating Role Of Academic Emotions

The factors that influence pupils’ English learning achievement are complicated,while the regulatory focus and pupils’ academic emotion in English learning are important aspects.The purpose of this study is to examine the effect of regulatory focus,the internal motivational state,and different academic emotions on primary school students’ English achievement,and to study the relationship among regulatory focus,academic emotion and academic achievement.The first study by using the "regulatory focus questionnaire" and "students’ Academic Emotion questionnaire",744 students of the 4-5 grade in primary school were investigated.The results showed that the scores of pupils’ prevention focus is higher than promotion focus;positive academic emotion score higher than the scores of negative academic emotions;gender,grade,there is no position,parents will affect the students the highest degree of regulator y focus and academic emotions;regulatory focus and positive academic emotions can positively predict learning performance significantly;while the negative academic emotions can negatively predict academic achievement;academic emotion plays an intermediary role in the relationship between regulatory focus and learning achievement in.The second study through semi-structured interviews,interviewed 10 students,8 primary school English teachers and 5 parents of students.The results of the interview show that the motivation of primary school students to learn English is still relative strong,the internal motivation is mainly prevention focus,and the English learning emotion is more positive in general.Teachers and parents also general y believe that primary school students are more active in learning English,and the learning motivation is more inclined to achieve good results.The regulatory focus and academic emotions have important influence on their academic performance,and can affect learning results through the influence of academic emotions.