A Research On The Relationship Among Academic Emotions,Learning Strategies And Academic Performance Of Junior High School Students

Academic emotions are defined as emotions relating to students learning.It contains not only the emotions after the experience of success or failure,but also the emotions during the exam or in the classroom.Numerous studies have shown that academic emotions have a great influence on students' academic achievement.However,the mechanism of it is inadequate.In order to know the development characteristics of junior high school students'academic emotions,we investigated 519 students from Hubei.Moreover,we tested the cognitive-motivational theory advanced by Pekrun,exploring whether academic emotions could have an effect onstudents' performance attainment through learning strategies.The results showed:(1)In general,junior high school studentsexperienced more positive emotions and high arousal emotions.In terms of grade,students from grade seven experienced more positive emotions,while students from grade nine experienced more arousal emotions.In terms of gender,boys experienced more boredom and hopelessness;girls experienced more enjoyment,anger and depression.(2)With the increase of grades,students' frequency of using learning strategies decreased.Girls used hard-working strategy and environmental strategy more than boys.(3)Positive-high emotions could positively predict students'performance;negative-low emotions could negatively predict students' performance.Expected for anger,students'academic performance had a feedback effect on the other 12 emotions.(4)Learning strategies and academic achievement were significantly correlated.Meta-cognitive strategy and resource management strategy could directly predict students'academic achievement.(5)The joint effect of academic emotions and learning strategies on academic achievement was significant.5 of the 9 learning strategies were acted as mediators of the relations between academic emotions and academic achievement.The results support the"Cognitive-Motivation" Theory.