Study On Negative Academic Emotions Of Senior School Students In Families As Ecological Systems

Based on the family ecosystem theory,this paper analyzes the negative academic emotion and family ecosystem from the perspective of students' perception.This study firstly conceptualize the family ecosystem through a large number of literatures and research results,and divides it into individual subsystems,parent subsystems and family interactive subsystems.Secondly,investigate 1400 senior students in Jiangxi Province,Guangdong Province and other provinces by Yu Guoliang's “Adolescent Negative Academic Emotion Questionnaire” and the self-edited “Family Ecosystem Questionnaire”.Thirdly,nine high school students with different levels of negative academic sentiment were interviewed.Finally,based on the results of the empirical survey,the characteristics of the current high school students' family ecosystem are summarized.The results of the research on negative academic emotion indicate that the current high school students' negative academic emotion is moderately upper,and the low arousal academic emotion is higher than the high arouse academic emotion;from the detection rate of emotional problems,students experience from the most to the least is anxiety,anger,depression,shame,upset,helplessness and boredom.In the interview survey,the most negative emotions experienced by respondents were:anxiety,boredom,upset and depression.In the data of students with high levels of negative academic emotion,there are significant differences among the various subsystems of family ecology.At the same time,multiple linear regression analysis shows that students' negative high arousal academic emotions are subject to the individual system's "one child",“grade” and“personality tendency”,parental system's “family structure”,“father occupation”,“family economic satisfaction”,and family interactive system's“intimacy”,“contradictory”;negative low arousal academic emotion is influenced by the individual system's “thinking style” and “birthplace”,parental system's “father occupation”,“mother occupation”,“father education”,“family economic satisfaction”,and family interactive system “supportive”,“contradictory” and“communicative”.Interview data analysis shows that the current high school students' negative academic emotions are mostly generated before and after the test and during thehomework time,and the family members rarely share these negative emotions.The school has a greater influence on the negative academic mood than the family.Family conflicts have become an important factor in negative academic emotion.Parent-child conflicts are concentrated on entertainment styles.Parents expection are different from personal expectations,the family's academic support is sufficient,most family's parenting style is not appropriate,and “models' example” in families education may cause negative emotions.Combined with questionnaire and interview,the author found that in the high school students group,there are significant individual differences in negative academic emotions,the influence of family on students' negative academic emotions is weakened,and the family subsystems influence each other.In the view of above research conclusions,this paper proposes countermeasures from the adjustment of individual system,the coordination of parental system,the support of family interactive system and the supplement of other ecosystems,in order to help reduce the negative academic emotion of high school students and guide children and adolescents to generate positive academic emotions well.