A Survey on the Relationship of Family Environment, Academic Self-concept and Academic Emotion of the Middle School Students
|Course||Developmental and Educational Psychology|
|Keywords||Junior high school students Family environment Academic self-concept Academic Emotions|
Students' academic development has been a hot research in educational psychology . Family environment , academic self-concept , academic emotions and so affect the students 'academic development , and family environment of junior high school students showed how features in the junior high school students ' academic development , academic self-concept and academic emotions ? These is the study problems. Research a junior high school students for the test ( day, two days , three days ) , amendments to the Junior High School Students ' Academic Emotions Questionnaire . The questionnaire of academic self-concept and middle school students . The revised questionnaire has good reliability and validity , for junior high school students to use . Two junior high school students of the study ( day, two days , three days ) as the research object , using the Family Environment Scale , revised junior high school academic emotions questionnaire and academic self-concept questionnaire investigated the difference between urban and rural areas of the home environment , academic self- concept features field specificity of academic emotions and family environment , academic self-concept and academic emotions . Above , draw the following conclusions : (1) family environment and academic self - concept of junior high school students there are differences between urban and rural areas . Relational dimension and the dimension of personal development , urban and rural differences significant ; significant difference between urban and rural areas of English academic self - concept . ( 2 ) junior high school academic emotions specificity of the field . Among them, the proud , ashamed , helpless and specificity of the field . (3) The family environment and academic self- concept was significantly positively correlated . Where the dimensions of the family environment and language academic self - concept and English self- concept was significantly positively correlated ; incomplete and math academic emotions significantly related . (4) in the family environment , the relational dimension , the dimension of personal development and family stability and positive academic emotions significantly positive correlation ; family stability and negative academic emotions significantly negatively correlated . (5) mathematics academic self-concept , the language academic self - concept and English academic self-concept and positive emotions significant positive correlation ; negative emotions was not significantly correlated . ( 6 ) academic self-concept from the part of the intermediary role in the family environment of academic emotions .