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初中生英语学业情绪与学业效能感的关系研究：心理资本的中介作用.docx

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初中生英语学业情绪与学业效能感的关系研究：心理资本的中介作用 TheRelationshipbetweenAcademicEmotionsandAcademicSelf-EfficacyinJuniorHighSchoolEnglishLearning:TheMediatingRoleofPsychologicalCapital Introduction Englishlearningplaysasignificantroleintheeducationsystem,particularlyatthejuniorhighschoollevel.Forjuniorhighschoolstudents,theiremotionsandself-efficacyinEnglishlearningcangreatlyinfluencetheiracademicperformanceandoveralleducationalexperience.Thisstudyaimstoexploretherelationshipbetweenacademicemotionsandacademicself-efficacyinEnglishlearningamongjuniorhighschoolstudents,whileconsideringthemediatingroleofpsychologicalcapital. Background Academicemotionsrefertotheemotionsexperiencedbystudentsintheprocessoftheirlearningandstudying.Positiveemotions,suchasjoyandinterest,canenhancestudents'learningmotivationandperformance.Ontheotherhand,negativeemotions,suchasanxietyandfrustration,canhindertheirlearningprogress.Academicself-efficacy,ontheotherhand,referstostudents'beliefintheirownabilitiestosuccessfullycompleteacademictasksandachievetheirgoals.Ithasbeenwidelyrecognizedthatself-efficacyisapowerfulpredictorofacademicperformance.Inaddition,psychologicalcapital,consistingoffourkeycomponents(self-efficacy,optimism,hope,andresilience),hasbeenfoundtopositivelyimpactacademicachievementandoverallwell-being. Methods Across-sectionalsurveydesignwillbeemployedforthisstudy.Theparticipantswillbejuniorhighschoolstudentsfromdifferentschoolsandregions.Datawillbecollectedusingstandardizedquestionnaires,includingtheAcademicEmotionsScale,theAcademicSelf-EfficacyScale,andthePsychologicalCapitalScale.ThequestionnaireswillbedistributedtostudentsduringtheirnormalEnglishclasstime.Bothdescriptiveandinferentialstatisticalanalyseswillbeconducted,includingcorrelationanalysis,regressionanalysis,andstructuralequationmodeling. Results Basedonpreviousresearch,itishypothesizedthatpositiveacademicemotionswillpositivelypredictacademicself-efficacyinEnglishlearning,whilenegativeacademicemotionswillnegativelypredictacademicself-ef