A Study On The Academic Emotion Regulation Ability Of Primary School Student Learning In Regular Class

Emotions play an important role in the growth of students.Academic emotions are the main emotional experiences that students have during the studying where includes taking classes and tests,completing homework,preparing the test and receiving the result.Positive academic emotions can promote students’ academic achievement and psychological health,while negative academic emotions can have negative effects on academic achievement and psychological health.Reasonable regulation of academic emotions can prompt students participating in the classes actively and positively.Making an excellent regulation of academic emotion is not only beneficial to improving students’ academic performance,but also promotes their healthy development.It is not yet known what emotional experiences and emotion regulation measures during the learning are taken by primary school students learning in regular class.Based on the control-value theory,emotion regulation theory and attribution theory,this study implemented an action research to improve the academic emotion regulation ability of primary school student learning in regular class using the thematic instruction,and explores the strategies to improve the emotional regulation ability of primary school student learning in regular class based on the research results.Study 1: Qualitative analysis of academic emotion regulation ability of primary school student learning in regular class.This study observed and interviewed 12 primary school students leaning in regular class,and collected academic emotion diaries during the observation period to understand the basic situation of academic emotion regulation in these students.The results showed that primary school students learning in regular class experience positive emotions such as happiness,pride,and hope,as well as negative emotions such as unhappiness,disappointment,and boredom when taking the learning activities.The attribution of academic emotions in these students is mainly divided into external unstable uncontrollable,external stable uncontrollable,internal unstable controllable as well as internal stable uncontrollable.The measures of academic emotions regulation used by these students includes both adaptive and non-adaptive self-regulation,and assistance from family,friends,as well as teachers.Through qualitative analysis of the basic situation of academic emotion regulation in primary school students learning in regular class,it was found that they have problems with cognitive ambiguity about academic emotions,negative bias in the attribution of academic emotions,and insufficient application of adaptive emotion regulation strategies.Study 2: The action research on improving the academic emotion regulation ability of primary school student learning in regular class by theme-based teaching was implemented.Based on a deep reflection on the problems of academic emotion regulation among primary school students learning in regular classes,this study developed the action research using theme-based teaching to improve their academic emotion regulation abilities.The plan includes three themes: academic emotion cognition,academic emotion attribution,and academic emotion regulation.Six primary students learning in regular class were selected for four rounds of the action research.Through the process of "planning-action-observation-reflection",the theme-based instruction plan was constantly revised and improved to enhance the students’ abilities in academic emotion cognition,academic emotion attribution,and academic emotion regulation.The results showed that theme-based instruction was effective in improving the academic emotion regulation ability of the primary students learning in regular class.All six students showed varying degrees of improvement in academic emotion cognition,academic emotion attribution,and academic emotion regulation abilities.Based on a comprehensive summary and reflection on the entire research process,this study proposes the following suggestions: schools should actively develop courses to enhance academic emotion regulation ability,use various game-based activities to enhance academic emotion regulation ability,design training programs targeting problems in academic emotion regulation,and create emotional experiences by integrating virtual reality technology into the situation.