Effects Of Academic Burden Attitude And Daily Academic Flexibility On Learning Engagement And Intervention Research In Middle School Students

Since the "double reduction" policy of the state was issued,the social attention to the topic of academic pressure of middle school students has continued to increase.Excessive academic burden will deeply affect students’ ability to adapt to the society,and easily lead to a series of results such as reduced self-control,lack of self-confidence and even a decline in the level of learning engagement.As the ability to reasonably solve typical academic difficulties encountered in daily academic life,daily academic flexibility is more closely related to students’ ordinary emotional experience,and can have a direct impact on students’ learning engagement.The purpose of this study is to explore the correlation between the three,focusing on the role of daily academic flexibility in academic burden attitude and learning engagement,and on the basis of their relationship,based on the 5C theoretical model of daily academic flexibility,design a daily academic flexibility group counseling program,and explore the intervention effect of the program on learning engagement of middle school students.In the first study,1729 middle school students from many middle schools in Bazhong City were surveyed with the Learning Input Scale,the Daily Academic Elasticity Scale and the Middle School Student Academic Burden Attitude Scale to explore the relationship between academic burden attitude and learning input,and the intermediary role of daily academic resilience.The second study is to conduct in-depth research on the basis of the first study.Specifically,44 subjects were selected from the first study and divided into experimental group and control group.Group intervention was conducted for 22 junior high school students in the experimental group.There were 7 such group intervention activities.The control group was not arranged to contact the relevant content.Through analysis,we learned the intervention effect of group counseling on junior high school students’ learning engagement,To provide empirical basis and reference scheme for clarifying the factors that affect the learning engagement of middle school students.The results are as follows:(1)In this study,the middle school students’ academic burden attitude score is lower than the general level,and their emotional and cognitive perception experience is poor;Daily academic flexibility and learning engagement are higher than the average level,and the overall state is relatively good.(2)There are significant differences in academic burden attitude and daily academic flexibility in gender,grade,family location and middle school type.There is no significant gender difference in the score of learning engagement,but there is significant difference in grade,family location and middle school type.(3)There is a significant positive correlation between academic burden attitude,daily academic flexibility and learning engagement.Academic burden attitude and daily academic flexibility have a positive predictive effect on the level of learning engagement.(4)Daily academic flexibility has a partial mediating effect between middle school students’ burden attitude and learning input.(5)Based on the "5C" intervention model,combined with group dynamics theory and emotional ABC theory,the group assistant intervention for middle school students can effectively improve the level of individual’s daily academic flexibility and increase the degree of learning engagement.