Research On The Relationship Between Academic Emotions, Professional Identity And Academic Performance Of Teachers And Students In The Five-year Consistent System Of Kindergarten

This study used the Academic Emotion Scale and the Professional Identification Scale to examine 407 5-year students majored in preschool education in terms of the relationships between academic emotions,professional identity and academic achievement.The conclusions are as follows:(1)Generally speaking,5-year students majored in preschool education have varied academic emotions with positive ones prevailing negative ones:positive ones as enjoyment,relief,autonomy,pride,etc.take up more than 50%,while negative ones as boredom,discontent,dysphoria,hopelessness,etc.take up less than 50%.Their positive professional identity takes up more than 50%as well.The level of professional expectation ranks the highest among all elements,followed by professional efficacy and professional value,with professional volition being the lowest.(2)The positive-outcome focus emotion(pride)and the positive-activity focus emotions(autonomy)of the male students majored in preschool education are significantly lower than that of female ones.Meanwhile,The negative-activity focus emotion of "boredom" and "discontent" of the male students majored in preschool education are significantly higher than that of female ones.The male students'professional volition is significantly lower than female,while the gender discrepancy of professional identity is not significant.(3)The grades of positive-activity focus emotions,positive-outcome focus emotion and negative-activity focus emotions of these students were significantly different in regard with the year they are in,and the positive academic emotional experience was weakened year by year.The negative academic emotional experience is enhanced year by year.The LSD results found that the positive academic mood in the fourth grade was significantly lower than in the other three grades;the second grade shy experience was significantly higher than the third and fourth grades.The professional identity and its varied elements also demonstrate significant difference with regard to the grade the students are in.The overall professional identity,rofessional expectation,professional value and professional efficacy show a decreasing tendency with the grade.The professional volition of the second grade is the highest,and then decreases year by year,and are lower than the first grade.(4)There is a significant difference between mixed class and female class in terms of positive-activity focus emotions,negative-activity focus emotionsand positive-outcome focus emotion.The professional identity of the mixed class was significantly lower than that of the female class.(5)Positive activity-oriented emotions,positive-outcome focus emotion and professional identity were moderately positively correlated,and negative-activity focus emotions were significantly negatively correlated with professional identity.positive-activity focus emotions and positive-outcome focus emotion were significantly positively correlated with academic achievement,and some negative academic emotions(boredom,dysphoria,hopelessness)was significantly negatively correlated with academic achievement.There was no significant correlation between the overall professional identity and academic achievement of these students majored in preschool education,and there were significant positive correlations between professional expectation,professional efficacy and academic achievement.(6)Academic sentiment and professional identity have a significant predictive effect on academic achievement.positive-outcome focus emotion(pride)and some of the negative academic emotions(discontent,anxiety)are positively predicting academic achievement,while some positive-activity focus emotions(autonomy,negative academic emotions(boredom,hopelessness),and professional value negatively predict academic achievement.(7)Professional value has a partial mediating effect on the impact of positive-outcome focus emotion on academic achievement.