Self-Compassion,Beliefs About Adversity And Academic Emotion Of Left-Behind Junior High School Students Relationship Research

Academic emotion refers to all kinds of learning-related emotions experienced by students in the process of learning.In recent years,there are more and more researches on academic situation,but there are few researches on the left-behind secondary school student.Many studies have found that the left-behind experience has many influences on the left-behind secondary school student.The main task of the left-behind secondary school student is to study,but some studies have shown that the left-behind secondary school student’ academic performance and academic mood are not optimistic.It is necessary to understand the present situation of academic emotion of left-behind secondary school student and how to intervene and improve it.Based on previous studies,this study will explore how self-sympathy and beliefs about adversitys of left-behind junior high school students have an impact on academic emotions,and put forward targeted programs to improve academic emotions according to the research results.In this study,500 left-behind secondary school student were investigated by using adolescent self-sympathy scale,Chinese beliefs about adversity scale and adolescent academic emotion questionnaire.By using statistical methods such as correlation analysis and intermediary test,this paper discusses the relationship between self-sympathy,beliefs about adversity and academic emotion of left-behind junior high school students.The research results are as follows:(1)The left-behind junior high school students’ academic emotions are generally at a moderate level,and there are significant differences in the dimensions of positive low arousal and negative high arousal in gender and grade.(2)The self-compassion of left-behind junior high school students was significantly active correlated with positive academic emotions and adversity beliefs,and was significantly negatively correlated with negative academic emotions;left-behind junior high school students’ self-compassion was significantly active correlated with positive academic emotions,and negatively correlated with negative academic emotions;adversity Beliefs partially mediate between self-compassion and academic emotions.(3)Self-sympathy training program has a significant effect on improving junior high school students’ academic emotions.