The impact of academic engagement and academic self-concept to academic emotions on junior high school students

Qun Liu, Ruan-yu Zhang, Guang-wen Song

Abstract


This paper selected two hundred junior high school students as research subjects and one hundred seventy-seven valid questionnaires were obtained. We used the Questionnaire of Academic Emotions prepared by Yu Guoliang, etc. UWES-S Academic Engagement Scale (Chinese version) and Junior High Academic Self-concept Questionnaire were employed to study the impact of academic engagement and academic self-concept to academic emotions on junior high school students. This study has shown three facts: Firstly, with the growth of the grade, junior high school students will experience more negative emotions, and girls to experience negative emotion is higher than boys. Secondly, high input level of the students are more likely to experience negative academic emotions, medium and low input level of the students experience academic emotions differently, but the difference is not significant. Thirdly, low levels of academic self-concept of the students are more likely to experience negative academic emotions, while the high and low level of academic self-concept of the students experience different academic emotions, the difference is not significant.

Keywords


Junior high school students; Academic engagement; Academic self-concept; Academic emotions

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DOI: http://dx.doi.org/10.14725/jenc.v2n1a608

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Journal of Education in New Century

 ISSN 2372-6539 (Print)  ISSN 2330-9121 (Online)