大学生英语成就型情绪及其调节策略

ction so as to influence their emotions.S1 often resorts to distract attention to playing cellphone to eliminate negativefeelings.Apart from that,university students also show preference for utilizingsituation modification,such as problem solving and social support,their mean valuesare 3.63 and 3.62,respectively.S4 shows her preference for seeking social support,especially when she secures unfavorable feedback or performance entailing hernegativity.

CHAPTER SEVENCONCLUSIONS

7.1 Research Findings

This study taps into students English achievement emotions and emotion regulationstrategies in three varying achievement situations by capitalizing on mixed method.Inthis section,major findings in connection with the research questions are summarizedand presented.

7.1.1 Features of Students’English Achievement Emotions

Although English Curriculum Standards for Compulsory Education,2022 Editionreleased by the Ministry of Education of the People’s Republic of China attachedmore substantial weight to students’learning process in comparison with learningresults,contemporary Chinese education systems still give priority to students’learning outcomes rather than their learning process,regardless of students inCompulsory Education period or universities.Students’affective perceptions in thelearning process are often assigned a low emphasis or even ignored as well as negatedin the three differential achievement situations.Considering their significant roles ofinfluencing cognitive processes,performance,physiological health(Fredricks,Blumenfeld,&Paris,2004;Pekrun,Goetz,Titz,&Perry,2002),at the same time,in response to the requirement of English Curriculum Standards for CompulsoryEducation,2022 Edition,researchers are supposed to pay much more attention to theaffective dimension of learning.Meanwhile,whether students are feeling anxiousabout a challenging exam,upset with a classmate,worried about social acceptance,orsaddened by falling behind their peers,achievement emotions powerfully shapestudents’educational experiences(Gross et al.,2015).

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