| The National English Curriculum Standards for Senior High School（2020revised version）clearly proposes that students should be put in the first and development of students’ emotions should be paid more attention to.English academic emotions are important manifestation of paying attention to students’ emotional development.Specifically,English academic emotions include various emotional experiences of students in the process of learning English.In addition,English academic emotions also play an important role in developing students’ cognitive ability,driving students to work hard and forming a harmonious relationship between teachers and students.Therefore,this study explores the correlation between senior high school students’ English academic emotions and their English achievement in order to help students learn English in positive emotions.This study mainly raises the following research questions:1.What is the current situation of senior high school students’ English academic emotions?2.What is the correlation between senior high school students’ English academic emotions and their English achievement?3.What is the predictive power of senior high school students’ English academic emotions on English achievement?This study adopts the Quantitative Research method to investigate 286 students from three high schools in H City,Anhui Province.The study uses statistical tools to analyze the quantitative data,including descriptive statistical analysis,correlation analysis and regression analysis.This paper explores the correlation between senior high school students’ English academic emotions and their English achievement.The results of this study are as follows:（1）Senior high school students’ overall English academic emotions is at a medium level and the differences among individuals are small.However,there are obvious differences among its dimensions.And the average scores are ranked as follows: positive activating emotions,positive deactivating emotions,negative activating emotions and negative deactivating emotions.（2）There is a significant correlation between senior high school students’ English academic emotions and their English achievement,which is a low degree of negative correlation.However,there are different degrees of correlation between its dimensions and English achievement.Specifically,there is a significantly positive correlation between positive emotions and English achievement,which is a moderate degree of positive correlation.Meanwhile,there is a significantly negative correlation between negative emotions and English achievement,which is a moderate degree of negative correlation.（3）Among senior high school students’ English academic emotions,except for positive deactivating emotions,the other three dimensions have a certain predictive effect on English achievement.Specifically,positive activating emotions can positively predict English achievement,and negative activating emotions,negative deactivating emotions can negatively predict English achievement.Based on the above research results,this study puts forward some suggestions from different subjects（teachers and students）.It aims to stimulate students’ positive academic emotions and relieve their negative academic emotions in the process of learning English so as to enjoy learning. |
