A Follow-up Study On The Academic Self-concept, Academic Emotion And Academic Performance Of Middle School Students

Senior school students are in a critical period of "self-identity" development,the individual's cognition,experience and evaluation in the process of academic development,students' academic self-concept has an important impact on individual academic development.At the same time,along with complicated learning process,the emotional experience that students produce when they participate in academic activities,academic emotions also affect the quality of students' learning and achievement.Academic self-concept,academic emotions and academic grade are three aspects that are closely related to students' academic.Previous horizontal research has certain limitations.In order to explore the mechanism among the three factors,this study conducted a longitudinal study on high school students by using a cluster sampling questionnaire.The test time were March 2019 and June of the same year,there are 392 valid subjects were tracked twice.The data were entered and analyzed by Spss23 and Amos23,the results showed that:(1)The academic self-concept of senior school students has significant differences in gender and disciplines,the mathematical academic self-concept has a significant difference in humanities and sciences,and the academic self-concept of English has no significant difference in humanities and sciences;four academic emotions have significant differences in gender,academic enjoyment,academic anxiety and academic anger have significant differences in two disciplines,academic boredom has significant differences in disciplines.Academic emotions are not significantly different in humanities and sciences.(2)With the change of time,there are changes and developments in the academic self-concept and academic emotions of senior school students.Overall,in the three-month longitudinal study,the level of academic self-concept was significantly higher than three months ago.The level of positive academic emotion decreased,while the level of negative academic emotion increased,their significance level differs between the disciplines.(3)There are significant correlations among the three factors.Academic self-concept is significantly positively correlated with positive academic emotion and academic grade,it is negatively correlated with negative academic emotion.Positive academic emotion is significantly positively correlated with academic grade,negative academic emotion is significantly correlated with academic grade.(4)Senior high school students' academic self-concept and academic emotion have a significant predictive effect on academic grade,academic self-concept has a predictive effect on academic emotion,academic emotion has a predictive effect on academic grade,and academic emotion was mediated by academic self-concept and grade,it also has predictive effect.The results of cross-lag analysis show that academic self-concept of mathematics at the T1 stage can significantly predict academic grade after three months,and their mathematics academic grade at the T1 stage can also predict academic grade after three months.(5)Senior high school students' academic enjoyment has no intermediary effect between academic self-concept and academic grade,and negative academic emotion has an intermediary effect between academic self-concept and current and future academic grade.