The Relationship Between Middle School Students' Psychological Capital, English Academic Emotion And English Academic Achievements

In the current society,with the increasing exchange of the world economy and culture,people are paying more and more attention to English learning.From the elementary school and even earlier,parents pay special attention to the cultivation of children's English learning.Learning English well has become one of the basic qualities necessary for citizens of all countries.In the middle school stage,English is a very important subject,and it is also one of the three major subjects required by the state.The level of English academic achievement of middle school students will directly affect the overall performance and overall quality of students.There are many non-intellectual factors that affect English academic performance.Psychological capital is a core element that transcends human capital and social capital.This core element is an important manifestation of individual competitiveness.He can express a positive psychological state in the process of individual growth and development,and for personal growth and The improvement of ability has a positive effect.Psychological capital plays an important role in the development of students' comprehensive quality.Studies have shown that there is a correlation between psychological capital and the academic achievement of middle school students,and it has a significant predictive effect on academic achievement.Academic emotion refers to the positive or negative emotional experience associated with all academic activities of the student during the student's learning process.Academic emotions are of great significance in improving students' academic performance and interest in learning.The relationship between academic emotions and academic achievement complements each other,and the two interact and influence each other.However,academic emotions have domain specificity.In different disciplines,the academic emotions experienced by students are also different.Therefore,the study of academic emotions should be combined with specific disciplines.On the basis of previous studies,this study combines academic emotions with English subjects to explore the relationship between middle school students' psychological capital,English academic sentiment and English academic achievement.The study randomly selected 325 people in each of the second and second grades of Shijiazhuang City as the subjects,using the "positive psychological capital questionnaire"(PPQ)compiled by Zhang Kuo(2010)and the "English learning for middle school students" compiled by Li Junqing.The Emotional Questionnaire examines the psychological capital level of middle school students and the emotional state of English academics.At the same time,the students' English final exam results are counted as English academic scores.The results are as follows:(1)The overall situation of middle school students' psychological capital is good.The gender of the psychological capital,whether it is the only child and whether the class cadre is significant,the grade difference is not significant.(2)The overall academic situation of middle school students' English academic sentiment is better.There is a significant difference in the dimension of whether it is the only child and the class,and the difference between the grade and gender dimensions is not significant.(3)There is a significant positive correlation between the psychological capital of middle school students and positive English academic sentiment and English academic achievement;there is also a significant positive correlation between positive academic emotions and academic achievement.(4)Psychological capital and academic sentiment have direct predictive effects on English academic performance.And psychological capital also has a predictive effect on English academic sentiment.(5)Academic sentiment plays a partial intermediary role between psychological capital and academic achievement.Psychological capital can directly affect English academic performance,and can also influence academic performance through academic emotions.