A Study On The Correlation Between English Academic Emotions And Learning Engagement Of Senior High School Students

As an important predictor of students’ learning achievement,learning engagement is the key factor to ensure students to complete their learning with high quality.Throughout the research and discussion on the influencing factors of learning engagement at home and abroad,it can be found many scholars have focused on the role of external environment on learning engagement,but the research on students’ psychological factors is not enough.Meanwhile,with the deepening combination of English teaching research and students’ psychological research,students’ academic emotion has become a research factor that cannot be ignored.So,whether there is a correlation between English academic emotions and learning engagement,and how this relationship plays a role,is a question to be studied.At present,the research on this question is not enough,especially for high school students.Therefore,this study selects about 200 senior high school students to conduct a questionnaire survey,to clarify the overall situation of students’ academic emotions and learning engagement in English learning,and to explore the internal relationship between them through data analysis.Meanwhile,interviews are used as a supplement to analyze the correlation between students’ English academic emotions and learning engagement.The following research questions guide this study on these two conceptions:(1)What is the status quo of English academic emotion of high school students? What are the characteristics and differences of students’ academic emotions in different grades and learning proficiency?(2)What is the status quo of English learning engagement of high school students? What are the characteristics and differences of learning engagement of students in different grades and learning proficiency?(3)Is there a correlation between high school students’ English learning emotion and learning engagement? If so,what is the specific relevance?The purpose of this study is to draw a conclusion based on the data collection and analysis,and put forward reasonable suggestions for the current high school English teaching,which is student-centered,to help students form positive English academic emotions and increase their English learning engagement.Meanwhile,through the analysis of the relationship between English academic emotion and learning engagement,it can provide reference for the future intervention of learning engagement.The results are as follows:(1)High school students experience more positive emotions than negative emotions in the process of learning English.Besides the positive high arousal emotion,the students in grade 3experience few positive emotions and more negative emotions than those of the students in grade 1 and grade 2.The level of English learning is directly proportional to the quantity of positive academic emotions and inversely proportional to that of negative emotions.(2)The English learning engagement of senior high school students is at the upper middle level.The behavioral and cognitive engagement levels of the students in grade 3 are higher than those of the students in grade1 and grade 2.The level of English learning is directly proportional to the level of English learning engagement.(3)English learning engagement of senior high school students is significantly related to their English academic emotions.Through regression analysis,it is concluded that in the process of learning English,positive emotions can positively predict the overall English learning engagement,while negative emotions can negatively predict the overall English learning engagement.However,negative emotion has no significant effect on behavioral engagement,and positive high arousal emotion has no significant effect on cognitive engagement.Based on the research results,the author advances several teaching related implications to encourage teachers to take academic emotions as the starting point to enhance high school students’ English learning engagement,so as to help them achieve English academic achievement.