A Study On The Intervention Of Academic Emotions On Learning Engagement Of Middle School Students

Learning engagement is an indicator of positive learning behaviour and is closely related to students’ learning behaviour,academic performance,learning status and academic attainment;the emotional component of the academic context is an important influence on students’ level of learning engagement,where the more positive academic emotions students experience while learning,the better their learning engagement.With the development of educational technology,researchers have developed innovative classroom models,of which the flipped classroom model has been shown to be effective in the study of academic emotions and engagement.Therefore,this study uses the flipped classroom model to design and implement an intervention programme on the topic of academic emotions,with the aim of improving the academic emotions of junior secondary school students and hence their engagement in learning.The study was divided into two parts.Firstly,the study used the Academic Emotion Questionnaire and the Learning Engagement Scale to investigate the overall characteristics of academic emotion and learning engagement of 531 junior high school students,to investigate the correlation between academic emotion and learning engagement through correlation and regression analysis,and to verify the predictive effect of academic emotion on learning engagement;secondly,to design a curriculum intervention programme based on the topic of academic emotion in a flipped classroom teaching model,two first year classes with no difference in academic emotion and learning engagement levels were selected as the experimental and control groups respectively.The experimental group used the teaching model of flipped classroom to teach the academic emotion topic,while the control group carried out normal teaching without teaching the academic emotion topic.The intervention effects of teaching the academic emotion course on learning engagement of junior high school students were analyzed after the implementation of the intervention;finally,specific suggestions were made for teaching mental health education in junior high school based on the findings of the study.The main findings of this study are as follows.(1)Middle school students are generally moderately engaged in their studies.(2)Middle school students experienced more positive academic emotions than negative academic emotions,but also had higher experiences of negative high arousal emotions.(3)Academic emotions is significantly associated with academic engagement among junior high school students,and academic emotions is a predictor of academic engagement.(4)A thematic curriculum intervention programme on academic emotions based on the flipped classroom model can significantly increase the level of engagement in learning of junior secondary school students.This study takes academic emotions as the entry point and designs a curriculum intervention programme under the flipped classroom teaching model.The implementation of the programme has made a clear difference in providing new ideas to promote junior high school students’ learning engagement status,and the findings of the survey and intervention study have certain reference value for schools at all levels to carry out mental health education work,while drawing the attention of parents,schools and teachers of various subjects to students’ learning psychological problems and promoting students’ healthy growth.