The Relationship Between Academic Mood And Learning Self-control In Junior Middle School Students

IIIJunior middle school stage is an important stage in people's life,is the key period of growth,students in junior middle school stage is the beginning of puberty,not only experiencing physiological changes,but also bear the rapid psychological changes,but learning life is still the most important life in junior middle school stage.In recent years,more and more researches have been conducted on the study life of junior high school students,especially on the influencing factors of junior high school students' study.Students' academic emotion,academic self-efficacy and learning self-control are all important factors that affect the learning life of junior high school students.In addition,in recent years,more and more junior high school students suffer from emotional problems such as anxiety and academic weariness,and their overall self-control level is also declining.Therefore,it is of great significance to explore how to better cultivate positive academic emotions,improve academic self-efficacy and self-control ability for junior middle school students to improve their learning status and academic performance.This study used a questionnaire survey to investigate 421 junior high school students in two schools in Chongqing,using the "Adolescent Academic Emotional Scale","Academic Self-Efficacy Scale" and "Junior High School Students' Self-Controlled Strength Scale" Carry out investigation and research,analyze theoverall status of the three variables by descriptive statistics;study the differences in demographic variables of the three variables by independent sample T test and one-way analysis of variance;and use correlation analysis to analyze the differences between the three variables.Explore the relationship;explore the predictive effect of academic sentiment and academic self-efficacy on learning self-control through multivariate stepwise regression analysis,and the mediating effect of academic self-efficacy on academic emotion and self-control.Finally,combine the results of this research with modern education,and strive to put forward strong opinions to help improve the current state of school education and enhance the quality of students' learning.And draw the following conclusions:(1)There is no significant difference in the academic mood of junior high school students in gender and whether they are only children,there is a significant difference in grades,and the overall level of academic mood is high.(2)There is no significant difference in the academic self-efficacy of junior high school students in gender and whether they are only children,there are significant differences in grades,and the overall level is high.(3)There is no significant difference in the self-control ability of junior high school students in gender and whether they are only children,there are significant differences in grades,and the overall level is high.(4)There is a clear positive correlation between positive academic sentiment and academic self-efficacy and learning self-control.Negative academic sentiment and academic self-efficacy are significantly negatively related.Negative academic emotion and learning self-control have a significant negative correlation.(5)Positive academic emotions can positively predict academic self-efficacy and learning self-control;negative academic emotions can negatively predict academic self-efficacy and learning self-control;academic self-efficacy can positively predict learning self-control.(6)The academic self-efficacy of junior high school students has a mediating effect between academic emotions and learning self-control.(7)Teachers,schools,individuals and families can promote the improvement of learning self-control by improving the academic mood and academic self-efficacy of junior high school students.