Research On The Correlation Between High School Students' Biological Career Emotions, Self-efficacy And Academic Performance

Academic emotion and self-efficacy are closely related to students' learning process and have a long-term impact on their learning results.Academic emotion refers to all kinds of emotional experiences that students experience in learning,directly related to learning activities,classroom teaching and academic achievements,including happiness,pride,helplessness,anxiety,etc.Self-efficacy refers to individuals' subjective judgment on whether they can successfully carry out a certain activity and achieve success.It is the confidence or belief of people in their ability to achieve the behavior goal in a specific field.Because of the domain specificity of academic emotion and self-efficacy,the similarity of students' academic emotion and self-efficacy in different subjects is very low.At present,the research on the relationship between high school students' academic emotion,self-efficacy and academic achievement is mainly focused on mathematics,English and physics,and less involved in biology.The research on improving high school students' positive academic emotion and cultivating their self-efficacy in biology learning is relatively lacking.As an important part of basic education in our country,biology is responsible for training scientific and innovative talents for our country.Therefore,this study intends to explore the following questions: Are there any differences in the gender and other statistical variables of high school students' biological academic emotion and self-efficacy? Is there a significant correlation between biological academic emotion,self-efficacy and biological academic achievement? If there is a significant correlation,to what extent does biological academic emotion and self-efficacy affect academic achievement? This paper discusses the relationship among biology academic emotion,self-efficacy and academic achievement of senior high school students,so as to provide corresponding suggestions and countermeasures for the scientific improvement of positive academic emotion and the cultivation of self-efficacy of senior high school students.The research methods adopted in this study are literature research method,questionnaire survey method and statistical analysis method.The questionnaires included: students' basic information questionnaire,academic emotion questionnaire and self-efficacy questionnaire.In the process of the study,the relationship among the biological academic emotion,self-efficacy and academic achievement of senior high school students was explored by using the statistical analysis methods of variance analysis,t-test and regression analysis.Through the research,the following conclusions are drawn:(1)There is a significant difference in the educational level of mothers in the dimension of positive low arousal of biological academic emotion,and its score increases significantly with the increase of mothers' educational level.In addition,there is no significant difference in other demographic factors in the four dimensions of positive high arousal,positive low arousal,negative high arousal and negative low arousal of biological academic emotion;(2)There are significant differences in two dimensions of students' self-efficacy in biology: learning strategy and external influence.There are significant differences in the dimension of learning strategy in self-efficacy in the only child.There are significant differences in the dimension of external influence of self-efficacy in the education level of the mother.In addition,the four dimensions of self-efficacy have no significant difference in other demographic factors;(3)According to the correlation analysis,the four dimensions of students' academic emotions in biology are significantly related to academic achievement,positive academic emotions are positively related to academic achievement,negative academic emotions are negatively related to academic achievement.The three dimensions of students' self-efficacy in biology,namely,learning strategy,learning process and learning outcome,are all significantly related to academic achievement,while the dimension of external factors of self-efficacy is not significantly related to academic achievement;(4)According to the results of regression analysis,the four dimensions of students' academic emotion in biology can jointly explain 18.5% of their academic achievement in biology,and the three dimensions of students' self-efficacy in biology can jointly explain 21.5% of biological academic achievement: learning strategy,learning process and learning results;Based on the above research results,this study put forward the following suggestions.Firstly,for senior high school biology teachers,in the process of teaching,they should deeply tap the characteristics of biology teaching materials to impart biology knowledge to students in the form they like,and constantly stimulate students' positive academic emotions in biology;at the same time,teachers should base on students' knowledge basis and learning ability,guide students to set up learning goals reasonably and urge them to complete them,so that students can experience success in the process of completing a goal and then continuously enhance their self-efficacy level.Secondly,for parents,the mother should pay attention to the students' academic emotions and influence the students with her own positive words and deeds;In addition,parents should create a harmonious family atmosphere for their children,make the students feel safe and have a higher sense of self-acceptance and self-efficacy.Thirdly,for senior high school students,they should pay attention to the influence of academic emotion and self-efficacy on their academic achievement.On the one hand,they should constantly adjust their academic emotion to study in a positive state.On the other hand,with the help of teachers,senior high school students should find their own learning strategies,and constantly enhance their self-efficacy level in the process of achieving their goals,so as to play the positive effect of academic emotion and self-efficacy on academic achievement.