The Relationship Between Academic Emotion And Academic Adaptation Of Junior Middle School Students And Intervention Study

As a group that has just entered a new stage,junior one students are facing not only physical and psychological changes,but also the transition from primary school to junior high school.Facing the changes of new classmates,new teachers,new environment and new subjects,if we can not adjust in time,it will lead to poor academic adaptation.In addition,with the change of junior high school learning content and the increase of difficulty,they will also have different academic emotions in the learning process.In this study,junior high school students were selected as subjects,and adopt the "Adolescent Academic Emotion Questionnaire" and "Junior High School Students Learning Adaptation Scale" to investigate the current situation and characteristics of junior high school students' academic emotions and academic adaptation,explore the impact of academic emotions on academic adaptation,and achieve the goal of improving academic adaptation through group counseling of academic emotions.This study consists of two parts: study one mainly explores the relationship between Academic Emotion and academic adaptation of junior high school students;study two mainly conducts group counseling for junior high school students' academic emotion,and then improves their academic adaptation.The conclusions are as follows:Research 1 shows that:Firstly.There were significant gender differences in positive high arousal,while there are no significant differences in positive low arousal,negative high arousal and negative low arousal.There are significant differences in whether the students in grade one are only born or not,but there are no significant differences in positive and negative arousal.The positive high arousal,the positive low arousal and the negative low arousal of the first grade students have significant differences in whether the class cadres are in the class,but there is no significant difference in the negative high arousal.Secondly.There was no significant difference in the level of academic adaptation between the sexes.There are significant differences in learning methods,interpersonal relationships and learning attitudes among junior one students,but there are no significant differences in learning tasks.There are significant differences in the total scores of academic adaptation,learning tasks,learning methods and interpersonal relationships between junior high school students and class cadres,but there is no significant difference in learning attitude.Thirdly.The positive high arousal and the positive low arousal were positively correlated with academic adaptation and its dimensions(learning tasks,learning methods,interpersonal relationships,learning attitudes).Negative high arousal and negative low arousal were negatively correlated with academic adaptation and various dimensions(learning tasks,learning methods,interpersonal relationships,learning attitudes).Study 2 shows that:Under the experimental intervention,there were significant differences in Academic Emotion and its four dimensions(positive high arousal,positive low arousal,negative high arousal,negative low arousal);there were significant differences in the overall level of academic adaptation and its three dimensions(learning method,interpersonal relationship,learning attitude);through group counseling,students' Academic Emotion and academic adaptation were significantly improved.