|Psychological Science 2017, 40(6) 1365-1371 DOI: ISSN: 0412-1961 CN: 21-1139/TG|
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The Relationship among Previous Academic Achievement，Academic Motivation and Strategies: the Mediating Effect of Academic Emotions
Academic Emotion refers to various emotional experiences related to students' academic activities in teaching and learning activities. Positive academic emotions can help students to cultivate active learning attitude, and to promote students' health development in both physical and mental. Academic emotions can affect learning process and academic achievement, but the success and failure in learning can also affect students' cognitive evaluation and academic emotions, which is a causal circulation among cognition, emotion, motivation variables. The influence of academic emotions on academic achievement and the mediation mechanism has been confirmed by many researchers, but research about the influence of previous academic achievement on academic emotion is not enough, especially the relationship and mechanism of the variables are not clear, and the existing studies are scattered. Under the background of performance value education background in China, more consideration should be given the adverse effect of previous academic achievement on academic emotions. High school students are in a critical period of learning, to get good grades is the common expectations of parents, teachers and high school students themselves. Therefore, it is necessary to study high school students, and systematically explore the influence of academic performance on academic emotion, learning motivation and learning strategies. In the present study, Academic Emotions Scale, Learning Motivation Questionnaire and Learning Strategies Questionnaire were adopted to investigate 670 high school students, and used non-parametric bias-corrected percentile Bootstrap method to study the relationship among previous academic achievement, academic motivation and learning strategies as well as the mediating effect of academic emotion. Results are as follows: (1) Previous academic achievement was positively correlated with positive-high arousal emotions and positive-low arousal emotions (p<.01), and were negatively correlated with negative-low arousal emotions (p<.01); Previous academic achievement was positively correlated with internal goal orientation and task value (p<.01), and was positively correlated with capability belief (p<.05); Previous academic achievement was positively correlated with meta-cognitive strategy and resource management strategy (p<.01). (2) The nonparametric bias-corrected percentile Bootstrap method was used to analyze the mediating effect of academic emotions, indicating that positive emotions (positive-high arousal emotions and positive-low arousal emotions) was fully mediated the relationship among previous academic achievement，academic motivation and learning strategies, and negative emotions (negative-low arousal emotions) was partly mediated the relationship among antecedents of academic achievement，academic motivation and learning strategies. The result is further verified in another path of academic emotion model, especially the control-value theory and the cognitive-motivation model, and enriched the localization theory of academic emotions. In addition, the research results have implications for our educational practice: on the one hand, we need to use multiple evaluation methods to evaluate students' academic achievement, to cultivate more positive emotions, which can enhance internal motivation and encourage students to use advanced learning strategies; on the other hand, when the examination of the students is poor, if they can improve the level of learning their motivation and strategy, can effectively prevent the negative effects caused by bad exam. In addition, we can also cultivate students' emotion regulation ability to stimulate their enthusiasm for learning and improve their learning methods.
|Keywords： high school students, academic achievement, academic emotions academic motivation, learning strategies|
|Received 2016-11-22 Revised 2017-07-19 Online: 2017-11-20|
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