The Influence Of School Atmospheres On Pupils’ Academic Emotion:The Mediating Role Of Self-esteem

Academic emotion is a very important individual variable in students’ academic life,which is not only affected by environmental factors,but also affected by individual variables.Based on the research results of control-value theory and ecosystem theory,this study aims to explore the influence of students’ perceived school atmosphere on students’academic emotions and the role of self-esteem in its influence through questionnaire survey.The study examined the relationship between perceived school climate,self-esteem and students’ academic emotions through a survey of 894 middle-and upper-grade primary school students.The main results of this study are as follows:(1)primary school students is the primary school atmosphere perceived teacher support,significant gender differences in independent opportunity,perceived more boys than girls own opportunity,a significant grade differences in teachers’ support,grade students more than the lower grade of primary school children to perceive the teachers’support,private school pupils in three dimensions scores were significantly higher than that of public school score.(2)There is no significant difference in the level of self-esteem of primary school students in terms of gender and school type,but there is a significant difference in grade.Senior students have a higher level of self-esteem than junior students.(3)Pupils’ academic emotions are generally positive,and there are no significant differences in gender and grade,but there are significant differences in school types in the dimension of positive academic emotions.Pupils in private schools have significantly higher positive academic emotions than those in public schools.(4)Perceived school atmosphere and self-esteem have significant predictive effects on both positive and negative academic emotions,and have positive and negative predictive effects on positive and negative academic emotions respectively.(5)Self-esteem plays a partial mediating role in the school atmosphere perceived by pupils and the positive and negative academic emotions.