Influence Of Academic Emotions On College Students’ Academic Achievements: The Role Of Learning Motivation And College Type

Higher education is of great significance to the development of a country.The quality of higher education largely reflects the quality of talent training in the country and affects the development level of the country.In the report of the 19 th National Congress of the Communist Party of China,General Secretary Xi Jinping emphasized the need to "accelerate the construction of first-class colleges and first-class disciplines,and realize the connotative development of higher education".Under the background of "double first-class" construction,how to build high-quality undergraduate education is a hot topic in current higher education research.Among the three functions of colleges,talent training is the basic.The academic achievement of college students is an important indicator to measure the quality of talent training in colleges,which can reflect the learning effect of college students and the education situation of colleges.Starting from the influencing factors of college students’ academic achievement,based on the theoretical framework of the Cognitive-Motivation Model,this study selects academic emotion and learning motivation,two internal factors that affect college students’ academic achievement,and constructs a research model on college students’ academic emotion,learning motivation and academic achievement.Using questionnaire survey and interview methods,taking undergraduates in different types of colleges as the research objects,to explore the development status and interrelationships of college students’ academic emotions,learning motivation and academic achievement,and focused analysis the mediating role of learning motivation in the influence of academic emotions on college students’ academic achievement.In addition,on the basis of the above research,based on the theoretical framework of the Passarella’s Universal Assessment Model for College Student Change,it focuses on analyzing the moderating role of college types on the impact path between learning motivation,academic emotions and academic achievements.Combined with the construction background of "double first-class",to explores the differences in the relationship model between college students in first-class construction colleges and general undergraduate colleges.The research conclusions are as follows:(1)There are significant differences in the academic emotion of college students in gender,major,type of college and whether it is the first choice major.In terms of gender,boys experience significantly more positive activity-oriented academic emotions such as happiness,relaxation,and autonomy than girls,and girls experience significantly more negative results-oriented academic emotions such as shame,anxiety,and depression than boys;Students majoring in humanities and social sciences experience significantly more positive activities-oriented academic emotions such as happiness,relaxation,and autonomy than students majoring in science,engineering,agriculture and medicine;In terms of college types,students from first-class construction colleges experience happiness and relaxation.,autonomy and other positive activities-oriented academic emotions are significantly more than that of students in general undergraduate colleges;In terms of whether it is a preferred major,students admitted to a non-first-choice major experience more negative outcome-oriented academic emotions than students admitted to their first-choice major.There is no significant difference in the academic emotion of college students in the birthplace.(2)There are significant differences in the learning motivation of college students in the birthplace of students,the type of college and whether they are the first choice major.In terms of the birthplace of students,the external motivation and internal motivation of the college students from the countryside are significantly stronger than those from the city;In terms of the type of college the internal motivation of the students from the double-first-class colleges is significantly stronger than that of the general undergraduate colleges;From the point of view of whether it is a first-choice major,the internal motivation of students admitted to the first-choice major is significantly stronger than that of students admitted to non-first-choice majors.There is no significant difference in the learning motivation of college students in gender and major.(3)There are significant differences in the academic achievement of college students in gender,major,origin,and whether they are admitted to their first-choice major.In terms of gender,the academic achievement of girls is significantly higher than that of boys;In terms of majors,the academic achievement of students majoring in humanities and social sciences is significantly higher than that of college students majoring in science,engineering,agriculture and medicine;In terms of the birthplace of students,the academic achievement of rural college students is remarkable higher than that of urban college students;in terms of whether it is a voluntary major,the academic achievements of college students admitted to the first-choice major are significantly higher than those of non-first-choice majors.There is no significant difference in the academic achievement of college students among the types of colleges.(4)College students’ academic emotions significantly predicts college students’ learning motivation and academic achievement;college students’ learning motivation significantly predicts college students’ academic achievement;(5)Learning motivation plays a part of the mediating role in the relationship between college students’ academic emotions and academic achievement;(6)The latter half of the way that positive academic emotions affect academic achievement through learning motivation is regulated by the type of college,and the learning motivation of college students in first-class construction institutions has a greater positive predictive effect on academic achievement.Based on the above research conclusions,the relevant theories and interviews are used to assist in explaining the educational significance behind the data,and further explore the reasons for the differences in academic emotions,learning motivation and academic achievement among college students and the relationship among the three,and focuses on analyzing the important role of learning motivation and college type,on this basis,the paper reflects on the management of higher education,combined with the actual situation of higher education in China,and puts forward some suggestions,such as " Promote the characteristic development of colleges and strengthen the brand building of colleges ","Strengthen teachers’ professional development and improve students’ management skills "," Guide students to self-regulate and stimulate self-learning awareness",etc.,to improve the academic achievement of college students and provide empirical and theoretical basis for improving the quality of higher education talent training.