Junior High School Students’ Peer Groups And Academic Emotions:The Chain Mediation Between Academic Self-efficacy And Self-esteem

Academic emotion is an indispensable aspect of junior high school students’ academic life.At present,more and more researchers begin to pay attention to the academic emotion of junior high school students,but there is still little research on the mechanism that affects academic emotion.This study explore that influence of peer group on academic mood,and further analyzes the mediating role of academic self-efficacy and self-esteem between peer group and academic mood of junior middle school students,and on this basis,puts forward corresponding educational suggestions to promote the healthy development of students’ academic mood.In this study,30 classes and 1324 students from three junior high schools in Zhengzhou and Haikou were randomly selected by cluster,and the junior high school students were investigated by peer nomination method,academic emotion questionnaire,academic self-efficacy questionnaire and self-esteem questionnaire,and the data were processed by spss26.0 and UCINET6.0.The results are as follows.(1)Boys’ scores of positive academic emotions are higher than girls’,and their scores of negative academic emotions are lower than girls’.The scores of positive academic emotions of class cadres are higher than those of ordinary students;The score of positive academic emotion of only child is significantly higher than that of non-only child,while the score of negative academic emotion is significantly lower than that of non-only child;Positive academic emotions are significantly higher in Grade 1 than in Grade 2 and Grade 3,while negative academic emotions are significantly higher in Grade 3 than in Grade 1 and Grade 2.(2)Peer groups,academic emotions,academic self-efficacy and self-esteem of junior middle school students are significantly correlated;Negative academic emotions are negatively correlated with junior high school students’ peer groups,academic self-efficacy and self-esteem.(3)Peer groups can not only directly predict negative academic emotions,but also indirectly influence negative academic emotions through academic self-efficacy or self-esteem.(4)Academic self-efficacy and self-esteem play a significant chain mediating role between junior middle school students’ peer groups and negative academic emotions.In this regard,this study believes that we should intervene and guide junior high school students’ academic emotions from three aspects: schools,teachers and students,promote students’ friendly exchanges through relevant psychological activities,and form a healthy class friendship network,thus improving students’ academic self-efficacy and self-esteem and reducing junior high school students’ negative academic emotions.