农村初中生学业情绪现状及影响因素
The Current Situation of Rural Junior Middle School Students’ Academic Emotions and Its Influencing Factors

本研究采用《青少年学业情绪问卷》，方便选取六所农村初中学生473名作为此次调研的对象，探讨初中生学业情绪现状，并考察学业成绩与学业情绪之间的关系，以及留守儿童与非留守儿童的学业情绪差异。结果发现：1) 在消极的学业情绪和积极低唤醒的学业情绪上存在年级差异；在积极低唤醒和消极高唤醒的学业情绪上存在性别差异。2) 学业成绩对积极学业情绪具有显著正向预测作用，而对消极低唤醒学业情绪呈显著反向预测作用。3) 留守儿童与非留守儿童并不存在显著的学业情绪差异。
In this study, 473 junior high school students from six rural areas were selected as the subjects of this survey, which to explore the current situation of junior high school students’ academic emotions. Meanwhile, this study aims to investigate the relationship between academic achievements and academic emotions, along with the differences between left-behind children and non-left-behind children’s academic emotions. Results of the survey shows that: 1) Differences do exist between negative academic emotions and positive low arousal academic emotions in terms of grades; Gender differences also exist in academic emotions between positive low arousal and negative high arousal. 2) Academic achievement has a significant positive predictive effect on positive academic emotion and a significant negative predictive effect on negative low arousal emotion. 3) There is no remarkable evidence shows that academic emotions between left-behind children and non-left-behind children are different.