An Experimental Study on Enhancing the Academic Emotions of College Students with Systematic Intervention

摘要

This study, a systematic interventional experimentation, applied the experimental design of two experimental class, controlled class and two guidance of class (with guidance of teachers and groups, attention, namely, Psychological placebo and three academic emotions self-concepts, academic achievements to 65 college students. The results of the study showed that guidance of class with guidance of teachers and groups enhanced the students' positive academic emotions and decreased their negative academic emotions. And a month after the experimentation, the lasting effect remained obvious. Secondly, the session of systematic intervention improved all students' self-concepts and academic achievements. The conclusion is that the comprehensive systematic intervention has an effect on enhancing the positive academic emotions for the second semester.