The Influence Of Academic Help Seeking Behavior On Academic Achievement Of Senior High School Students: The Mediating Effect Of Academic Emotion

Senior high school stage is an extremely critical period in the students' academic career,academic achievement is the core focus for all students.It is very important for students to use some learning skills and strategies to improve their academic achievements due to their heavy academic tasks and great pressure of study.Simultaneously,senior high school students are under the influence of different emotions and experience in their study,which will also affect their learning enthusiasm and academic achievements.It is also a problem that the educators need to discuss how to make students improve their learning efficiency and academic performance in a happy mood.Previous studies have shown that academic help-seeking behavior,as a learning adjustment strategy,will help students to seek some clues to solve the learning problems they encounter,which is an effective direction and shortcut to improve their learning ability and academic performance.The influence of academic emotion on academic achievement is very obvious as a kind of emotion in learning situation.Favorable and stable academic emotion can stimulate the internal motivation of students in learning and have an important influence on improving students' academic performance.Whether the help-seeking process is enjoyable and whether the benefits of help-seeking behavior can achieve expectations will also significantly affect academic emotions.This study,taking academic achievement as a starting point,further explores how academic help-seeking behavior and academic emotion affect academic performance and further excavate the relationship between the three of them so as to provide new theoretical support for how to improve students' academic performance and put forward corresponding educational suggestions.This study used "questionnaire on academic help seeking" and "adolescent academic emotion questionnaire" to measure academic help-seeking behavior and academic emotion.A total of 734 students in two high schools in a county of Wuwei,Gansu Province,were selected as subjects,the mid-term exam achievements of these subjects are gathered for the aim of study.According to the analysis,the conclusions are as follows:(1)Academic help seeking behavior of senior high school students is generally good,and their academic help-seeking behavior is mainly instrumental help-seeking.(2)High school students' academic emotions are mainly positive emotions,and the overall situation is relatively favorable.(3)Instrumental help-seeking from the students and positive academic emotion significantly predict academic achievement positively;executive help-seeking and negative academic emotion significantly predict academic achievement negatively;academic help-seeking behavior and academic emotion are all important factors affecting high school students' academic performance.(4)The different dimensions of academic help-seeking behavior have different effects on academic achievement: executive help-seeking behavior can not only directly affect academic performance,but also influence academic performance indirectly through academic emotion.The avoidant help-seeking behavior affects academic achievement through negative academic emotion.The instrumental help-seeking from the students can directly affect their academic performance and affect their academic performance indirectly through positive academic emotions.(5)The mediating role of different academic emotions between academic help-seeking behavior and academic achievement is different: positive academic emotion mainly plays a mediating role in the relationship between instrumental help-seeking from teachers and instrumental help-seeking from students and academic achievement,while negative academic emotion mainly plays a mediating role in the relationship between executive help-seeking and avoidant help-seeking and academic achievement.