Academic emotions and Its relationship with academic self-efficacy among secondary special school students

Abstract

Objective To examine the academic emotions and its relationship with academic self-efficacy among secondary special school students. Methods 352 secondary special school students were collected as the subjects.All subjects were tested with academic emotions questionnaire and academic self-efficacy questionnaire and analyzed the result of the test by multivariate analysis of variance,correlation analysis and linear regression analysis. Results Scores on enjoyment,anxiety,anger,depression,total scores on positive-high arousal academic emotions and negative-high arousal academic emotions of secondary special school girls(27.88±3.84,24.77±5.03,18.03±3.37,18.14±3.65,59.33±7.98,57.48±10.49,respectively)were higher than those of boys(26.41±4.55,22.38±5.71,17.01±3.91,16.07±3.94,57.46±9.20,53.45±11.76,respectively),(P<0.05).The academic emotions' differences among different grades of secondary special school students were not significant(F-(1,348)=1.275,P=0.226).The interaction of gender and grade on academic emotions was not significant(F-(1,348)=1.057,P=0.397).Academic emotions and academic self-efficacy was interrelated(r=-0.513～0.685).The result of multiple regression analysis showed that each factor of academic self-efficacy played a significant predictor role on academic emotions(β=-0.631～0.462,P<0.01). Conclusion The academic emotions' differences between secondary special school boys and girls are significant. Academic self-efficacy is closely related to academic emotions. Key words: Secondary special school students; Academic emotions; Academic self-efficacy; Cross-sectional study