Correlation Between The Senior Three Students' English Academic Emotions And Their English Academic Achievements

Academic emotions have aroused the widespread attention and study of the scholars at home and abroad.It is of great significance to research into academic emotions.It not only enables the students to get rid of negative emotions and cultivate positive emotions,but also allows the teachers to be aware of the overall characteristics and adjust their teaching strategies timely.It can even provide more practical cases and data for the study and help to improve the present theoretical systems,which are immature.This study is intended to investigate the correlation between the senior three students' English academic emotions and their English academic achievements in a bid to promote the senior three students'healthy development physically,mentally and academically and offer the guidance to English teachers in the aspect of teaching.The subjects of the study were 318 students from a certain four-star high school in Suzhou city,Jiangsu Province.The Academic Emotions Questionnaire for Adolescents by Dong Yan and Yu Guoliang was used.And then the test and interview were organized in an effort to address the following four research questions:(1)What are the characteristics of the senior three students' English academic emotions?What are the differences of the English academic emotions in the aspect of gender?(2)Are there any differences of the English academic emotions between the higher achievers and the lower achievers?If yes,what are the differences?(3)Are there any correlations between the senior three students' English academic emotions and their English academic achievements?If yes,what are the correlations?(4)What are the views of the senior three students on the correlation between their English academic emotions and their English academic achievements?After the careful study,the findings are summarized as follows:Firstly,the senior three students experience more positive English academic emotions than negative English academic emotions.And they are more likely to experience hope,enjoyment and pride.There exist significant gender differences in the dimension of positive high arousal,but there exist no significant gender differences in the dimensions of positive low arousal,negative high arousal and negative low arousal.The girls are more likely to experience enjoyment and hope than the boys.And the boys are more likely to experience shame and boredom than the girls.Secondly,there exist significant differences between the higher achievers and the lower achievers in the dimensions of positive high arousal,positive low arousal and negative low arousal.The higher achievers are more likely to experience positive emotions while the lower achievers are more likely to experience negative emotions.Thirdly,the senior three students' English academic emotions significantly correlate with their English academic achievements.Generally speaking,English positive academic emotions show significant positive correlation with their English academic achievements while English negative academic emotions show significant negative correlation with their English achievements.Specifically speaking,the dimensions of positive high arousal and positive low arousal show significant positive correlation with their English academic achievements while the dimension of negative low arousal shows significant negative correlation with their English academic achievements.The higher their academic achievements are,the more positive emotions the students can experience,especially the emotions of satisfaction,enjoyment,hope,calmness and relaxation.The lower their academic achievements are,the more negative emotions the students can experience,especially the emotions of boredom,helplessness and fatigue-annoyance.Meanwhile,the senior three students' English academic emotions can predict their English academic achievements.In the respect of the four dimensions,positive low arousal and negative high arousal can positively predict English academic achievements while negative low arousal can negatively predict English academic achievements.In the respect of the 13 factors,hope and satisfaction can positively predict their English academic achievements.Fourthly,the senior three students hold the view that their English academic emotions can have an influence on their English academic achievements.They believe that positive academic emotions can help increase their English academic achievements while negative academic emotions can result in decreasing their English academic achievements.