| China's Guideline for Mental Health Education in Primary and Secondary Schools identifies the ability to withstand setbacks as a specific goal of mental health education in primary and secondary schools(Ministry of Education,2013).It is especially important to improve junior high school students' ability to cope with daily academic setbacks and to guide them to actively engage and adapt to cope with setbacks and challenges in subsequent learning.The operational definition of everyday academic resilience,which is a student's ability to actively adapt and successfully cope with typical academic setbacks,challenges,and difficulties in everyday learning,is divided into a static definition of competence and a dynamic definition of adaptation.Persistence in frustrating tasks is one of the concrete manifestations of its adaptability.Motivation is one of the important predictors of students' everyday academic resilience.This study explored the relationship between autonomous altruistic motivation and everyday academic resilience of junior junior high school students static and dynamic perspectives of everyday academic resilience through two sub-studies,and based on them,suggested educational insights and recommendations for reference.Study 1 used the questionnaire method to measure altruistic motivation in learning,autonomy,and everyday academic resilience of junior high school students using the Altruistic Motivation Questionnaire for Junior high school students,the Basic Psychological Needs of Children and Adolescents Scale,and the Academic Float Scale as the measurement instruments,respectively,with 608 first-and second-year students as the subjects.SPSS 23.0 was used to conduct validating factor analysis,descriptive statistics,correlation analysis,and multiple regression analysis on the collected data to explore the characteristics of junior high school students' altruistic motivation,autonomy,and everyday academic resilience,as well as the correlations and paths of action among the three.The results found that(1)The interaction between grade and gender of altruistic motivation was significant,with girls' altruistic motivation slightly higher than boys' in the first year,and in the second year boys' altruistic motivation increased and girls' altruistic motivation decreased,with boys' altruistic motivation significantly higher than girls';(2)The interaction between grade and gender of autonomy level was significant,and the autonomy of girls was significantly higher than that of boys in the first grade,and the autonomy of boys increased and that of girls decreased by the second grade,and the autonomy of boys was higher than that of girls;(3)the everyday academic resilience level of students in the second grade was significantly higher than that of the first grade,and the everyday academic resilience level of boys was significantly higher than that of girls;(4)the altruistic motivation,autonomy,and everyday academic resilience of junior high school students(4)there is a positive relationship between altruistic motivation,autonomy and everyday academic resilience of junior high school students;(5)autonomy plays a partly mediating role between altruistic motivation and everyday academic resilience.Study 2 used an experimental approach,divided into two sub-experiments of a one-factor twolevel between-subjects design,Experiment 2A and Experiment 2B.Experiment 2A explored the effect of altruistic and self-interested motivation on persistence in the autonomous choice condition,using altruistic motivation as the independent variable and persistence in the word task of the parts group as the dependent variable.Forty-five second-year students were used as subjects,of whom25 were in the autonomous altruistic motivation group and 20 were in the autonomous self-interest motivation group.The students' persistence time and persistence rate in the part-formation word task were used as persistence indicators,autonomy,interest and excellency in the part-formation word task as control variables,and response time to simple questions as covariates.E-prime programming was used,and the system automatically recorded the subjects' reaction time and keystroke data,and then SPSS 23.0 was used to test the data for randomization,manipulation validity test,question setting check,and difference analysis of the persistence of junior high school students coping with frustration tasks under different motivations.The results showed that junior high school students in the autonomous altruistic motivation group had significantly higher persistence time and persistence rate in coping with difficult and unsolved problems than the autonomous self-interested motivation group.Experiment 2B explored the effects of autonomous and involuntary altruistic motivation on persistence in an altruistic context using autonomy as the independent variable and persistence in a component group word task as the dependent variable.Forty-nine second-year students were used as subjects,of whom 24 were in the autonomous altruistic motivation group and 25 were in the involuntary altruistic motivation group.Autonomy was used as the independent variable,and the two levels of the independent variable were autonomous altruistic motivation and involuntary altruistic motivation,with students' persistence time and persistence rate in the partset word task as dependent variable indicators,perceived pro-social influence,interest in and excellency at the partset word task as control variables,and response time to simple questions as covariates.E-prime programming was used,and the system automatically recorded the subjects' reaction time and keystroke data,and the data were later analyzed using SPSS 23.0 for randomization tests,manipulation validity tests,question set checks,and differences in the persistence of junior high school students coping with frustrating tasks under different motivations.The results showed that there was no significant difference in the persistence time and persistence in coping with difficult questions between junior high school students in the autonomous altruistic motivation group and the non-autonomous altruistic motivation group.There was a significant difference in the persistence time and persistence rate in response to unresolved problems,which was significantly higher in the autonomous altruistic group than in the non-autonomous altruistic group.Study 1 and Study 2 together illustrate the positive influence of autonomous altruistic motivation on junior high school students' everyday academic resilience,and in response to the overall findings,educational insights and recommendations are provided as follows.1.there is a positive relationship between junior high school students' altruistic motivation and everyday academic resilience;therefore,the teaching process should clearly recognize the importance of altruistic consciousness in education,pay attention to cultivating students' altruistic consciousness,and actively guide students to establish altruistic motivation in learning.2.There is a positive correlation between junior high school students' autonomy and everyday academic resilience;therefore,students should be given sufficient autonomy to meet their basic psychological needs.3.The level of everyday academic resilience of junior high school students is significantly higher than that of first-year students,and students in lower grades have more difficulty in coping with daily learning frustrations and difficulties,so frustration education should be implemented and made a regular feature of frustration education.4.The everyday academic resilience level of male students is significantly higher than that of female students,and students should be guided to understand gender roles objectively. |
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