Study On The Intervention Of Academic Emotion In Junior Middle School Students Based On Optimistic Perspective

Junior middle school is the second critical period for the rapid development of teenagers.Due to the particularity of development,students at this stage are prone to emotional fluctuations.As a non-intellectual factor,emotion plays an important role in students’ physical and mental development.As a kind of emotion,academic emotion also plays an extremely important role in students.Academic emotion refers to the sum total of all kinds of emotions experienced by students in the academic situation,such as boredom and boredom in class,excitement and pride when achieving excellent results.It is found that positive emotions can not only motivate and encourage students’ learning motivation and strategies,but also promote them to form optimistic psychological traits.Optimism,as a positive personality psychological characteristic,can promote individuals to produce and maintain positive emotions,provide positive thinking power for individuals,and increase psychological strength.This study uses the Adolescent Academic Emotion Questionnaire compiled by Yu Guoliang and Dong Yan and the revised Version of Life Orientation Scale revised by Scheier to study the academic emotion and optimism level of the students from grade one to Grade three in X School in Nanchang city and their correlation.After analyzing the survey results,a group mentoring program was developed to target optimism levels in junior high school students.Positive group counseling was used for the experimental group for 7 weeks,while the control group did not take any intervention.The experiment draws the following conclusions:(1)The academic emotions of junior middle school students are generally positive and optimistic.There is no significant difference between gender and only child,and there is a significant difference between grade and upbringing style.(2)The optimism quality of junior high school students is optimistic and positive on the whole.Gender and only child have no significant difference in optimism quality,grade and upbringing style have obvious significant difference in optimism level of junior high school students;(3)The positive academic emotion of junior middle school students is positively correlated with the level of optimism,while the negative academic emotion is negatively correlated with the level of optimism;(4)The use of optimistic group counseling program to the selected 14 junior high school students for 7 weeks of experimental intervention,can significantly improve their optimism level,and can effectively improve the academic mood.