The Relationship Between Hope,Daily Academic Flexibility,Academic Emotion And Academic Achievement Of Junior High School Students And Educational Countermeasures

For a long time,academic achievement has been highly valued in Chinese society.The junior high school stage is a critical period for students to cultivate positive psychological qualities,and the development of positive psychological qualities has an important influence on academic achievement.This research focuses on the impact of positive psychology on academic achievement,explores the relationship between junior high school students’ hopes,daily academic flexibility,academic emotions,and academic achievement.It also conducts in-depth research on its mechanism of action,and puts forward educational opinions and countermeasures based on the research results,hoping to help the school make a contribution to education and teaching work.This research took 540 students from a junior high school in Zibo City as the research object.Through the questionnaire survey,the current situation and characteristics of junior high school students’ hopes,daily academic flexibility,academic emotions and academic achievement are explored and analyzed.The relationship was analyzed and discussed and the following conclusions were reached:(1)The sense of hope of junior high school students is generally in a good state.There are significant gender differences in the overall level of hope and its path thinking.Boys score significantly higher than girls.Hope and its dimensions are also in the demographic variable of whether they are class leaders.There is a significant difference,the hope score of class cadres is significantly higher than that of non-class cadres.(2)The daily academic flexibility of junior high school students is relatively high,at the upper-middle level.There is a significant difference in the demographic variable of whether the class cadres is in the daily academic flexibility,and the daily academic flexibility score of the class cadres is significantly higher than that of the non-class cadres.(3)The academic mood of junior high school students is relatively more positive.There are significant differences in negative emotions in different grades.The negative low arousal and negative emotions of students in the third and fourth grades are significantly higher than those in the first and second grades.There are also significant differences in academic emotions in the source of students and whether they are class leaders.(4)There are significant differences in the academic achievement of junior high school students in the two demographic variables of gender and whether they are class leaders.The same is true in grades.The academic achievement of the third grade students is significantly higher than that of the first and second grades.(5)There is a significant correlation between junior high school students’ hope,daily academic flexibility,academic emotions and academic achievement.Among them,the positive emotion of academic emotion and its specific dimensions are significantly positively correlated with the other three variables,and the negative emotion of academic emotion and its specific dimensions are significantly negatively correlated with the other three variables.(6)Hope can positively predict academic achievement indirectly through positive emotions.At the same time,daily academic flexibility and positive emotions play a chain-like intermediary role between hope and academic achievement.Hope can directly predict academic achievement positively,but also indirectly predict academic achievement through negative emotions.At the same time,daily academic flexibility and negative emotions play a chain-like intermediary role between hope and academic achievement.