The Relationship Between Epistemic Curiosity And Academic Emotions Of Junior High School Students And Its Intervention Study

In recent years,the problem of learning burnout among junior high school students has become widespread and has become a problem that families,schools,and society are worried about and need to be resolved.Epistemic curiosity,as a driving force of learning,has been paid more and more attention by educators.Epistemic curiosity is caused by knowledge uncertainty and cognitive gaps,which can stimulate individual curiosity to ask questions,find answers,and ultimately acquire knowledge.Epistemic curiosity can be divided into two types.Interest-based cognitive curiosity is related to the enjoyment of new discoveries and ideas.Knowledge-driven learning driven by it can stimulate the pleasant feelings of situational interest;need-based epistemic curiosity is related to Persistence is related to problem solving.Knowledge-driven learning can reduce the negative emotions caused by lack of information.Academic mood refers to the sum of emotions experienced by students during the study process(including school,home,class,homework,exam,study,etc.).At present,there are not many theoretical discussions on the structure of epistemic curiosity.The lack of a epistemic curiosity questionnaire suitable for the junior high school students in China,and little research on the relationship between epistemic curiosity and academic emotions.The relationship between academic sentiment is helpful.From the theoretical perspective of epistemic curiosity,this study explores the interaction between epistemic curiosity and academic emotions and its impact on academic performance.Based on the investigation and analysis of the characteristics of epistemic curiosity performance of junior high school students in grades 1-3 and Intervention plan with teaching content and process design as the carrier,the main line of promoting the development of epistemic curiosity,the goal of cultivating stable and adaptive academic emotions and active learning strategies,and then commit to integrating different teaching situations and teaching resources for the future.Favorable factors,and establish a theoretical and empirical basis for a work path designed to prevent the intervention of adolescents 'learning problems by organically combining students' intrinsic and lasting learning motivation with the development of active adaptive learning capabilities.The results of this study are as follows:(1)The revised epistemic curiosity scale has a certain degree of reliability and validity,and can be used as a measurement tool to investigate junior high school students.(2)Only 18.9% of the students are at a low level of epistemic curiosity.It can be seen that the epistemic curiosity of junior high school students is generally at the middle and upper levels;there is a significant difference in the level of epistemic curiosity.(3)Epistemic curiosity,positive low arousal of academic mood and academic performance,there is a significant positive correlation between the three variables;positive low arousal of academic mood has a partial mediating role between epistemic curiosity and academic performance.(4)The differences between the four groups of subjects divided by the types of epistemic curiosity reached a statistically significant difference between the positive low-wake academic emotions and the negative low-wake academic emotions;the academic performance levels were divided according to the different types of epistemic curiosity.The differences in the mean between the four groups were statistically significant.(5)Combined with data analysis,activity observation,and interview result analysis,it was found that the second round of epistemic curiosity counseling program has improved in epistemic curiosity and academic emotion.