The Relationship Among Class Environment,Core Self-evaluation And Academic Emotions Of Middle School Students And Intervention Study

Positive academic emotions are closely related to higher academic performance and good mental health.Therefore,to focus on the development of academic emotions is of great significance.From the perspective of the control-value theory,this study explores the relationship among class environment,core self-evaluation and academic emotions,investigates the mediating role of core self-evaluation between class environment and academic emotions,and carries out a group counseling intervention.In study 1,1265 middle school students of three schools in Zhengzhou and Wuhan were recruited to complete the My Class Questionnaire,Core Self-evaluation Scale and Academic Emotions Questionnaire,and 1203 questionnaires were valid.The purpose of study 1 was to investigate the relationship among class environment,core self-evaluation,and academic emotions.Based on study 1,study 2 focused on an intervention study about improving core self-evaluation,aiming at investigating whether group counseling intervention with the theme of improving core self-evaluation could improve academic emotions of middle school students.The results were as follows:(1)The overall class environment perceived by middle school students was good.There were significant gender differences in classmate relationship,competition,order/discipline and academic burden,and there were significant grade differences in all dimensions of class environment.(2)Middle school students'core self-evaluation was above the average level.There was a significant gender difference in core self-evaluation.And there was no significant grade difference in middle school students'core self-evaluation.(3)Middle school students experienced more positive academic emotions than negative academic emotions.There were significant gender differences in pride,positive-low arousal(contentment,relaxation),negative-high arousal(anxiety,shame,anger)and negative-low arousal(helplessness,sadness,upset-fatigue).There were significant grade differences in positive-high arousal(pride,hope),calm,negative-high arousal(shame,anger),boredom and upset-fatigue.(4)All dimensions of class environment and core self-evaluation were significantly correlated with positive academic emotions and negative academic emotions.(5)Core self-evaluation played an partial mediating role between the relationship of teacher-student relationship,classmate relationship,order/discipline and positive academic emotions.And core self-evaluation had a full mediation on academic burden and positive academic emotions.Core self-evaluation played a partial mediating role in the relationship between teacher-student relationship,classmate relationship,order/discipline,academic burden and negative academic emotions.(6)Group counseling with the theme of improving core self-evaluation could promote middle school students' core self-evaluation,cultivate middle school students'positive academic emotions and reduce negative academic emotions to a certain extent.