A Study On The Influence Mechanism And Intervention Of Cumulative Ecological Risk On Adolescent Academic Achievement In Yunnan Minority Areas

The negative impact of risks from family,school and society on academic achievement has long been confirmed by researchers.However,few studies have been conducted to explore the impact of external multiple risk factors on academic achievement by accumulating them as much as possible.It is well known that the negative impact of "house leakage is often caused by overnight rain,and ship delay is also caused by headwinds" is often more accurate and destructive than a single risk factor or several risk factors.It is more comprehensive,scientific and rigorous to explore the overall effect of external multiple risk factors on individual academic achievement through accumulation and superposition.In particular,adolescents in minority areas in Yunnan face more serious and complex external risks than those in non-minority areas.The negative effects of accumulated ecological risks are also more dangerous.However,materialistic dialectics believes that the development of things is the result of the joint action of internal and external factors,while internal factors are the basis for the change and development of things,and external factors play a role through internal factors.Internal cause refers to the internal cause of an individual,such as personality,cognition and emotion,while cognition and emotion are particularly important internal causes,and individual cognition will affect their emotions and behaviors about things.Accordingly,this study explored the impact of cumulative ecological risk on academic achievement from the perspective of cognition and emotion,and tested the regulatory variables that may affect this process.This study assumes that academic self-concept and academic emotion are the chain mediators in the process of cumulative ecological risk affecting academic achievement,while risk sensitivity,growth thinking and parental meta-emotional concept are the moderators in the process of cumulative ecological risk affecting academic achievement.The study examined the regulated chain mediating model of cumulative ecological risk affecting academic achievement through eight questionnaire studies,and verified that academic self-concept training and improvement of negative academic emotion for adolescents under high cumulative ecological risk can improve academic achievement through one experimental study,The experiment further verified the mediating role of academic self-concept and academic emotion between the cumulative ecological risk impact and academic achievement.The results show that:(1)There are demographic differences in various variables among adolescents in Yunnan minority areas.In terms of gender differences,the cumulative ecological risk of male students is significantly higher than that of female students.There is no significant difference between male students and female students in academic self-concept,growth thinking,and parental emotional teaching.Boys’ negative academic emotion,positive academic emotion,academic achievement and risk sensitivity are lower than girls’,but boys’ parents’ emotional rejection type is significantly higher than girls’ parents.In terms of ethnic differences,there are significant differences among ethnic groups in terms of cumulative ecological risk,academic self-concept,positive academic emotion,negative academic emotion,academic achievement,risk sensitivity,growth-oriented thinking,and parental emotional teaching concept.In terms of the difference of learning stages,there is a significant difference in the cumulative risk of each grade.The cumulative ecological risk and negative academic emotion in senior high school are generally higher than those in junior high school,and the academic self-concept,positive academic emotion and academic achievement in senior high school are generally lower than those in junior high school.In terms of discipline differences,the cumulative ecological risk and negative academic emotion of liberal arts students are significantly higher than those of science students,and the academic self-concept and academic achievement of science students are significantly higher than those of liberal arts students.There is no significant difference between liberal arts students and science students in positive academic emotion,risk sensitivity and growth thinking.(2)Cumulative ecological risk can directly and negatively affect the academic self-concept,academic emotion and academic achievement of adolescents in Yunnan minority areas;Academic self-concept can directly and positively affect academic emotion and academic achievement;Academic emotion can directly and positively affect academic achievement;The cumulative ecological risk first affects academic achievement through academic self-concept and then academic emotion;Risk sensitivity is a moderating variable in the process of cumulative ecological risk affecting academic self-concept;Growth thinking is a regulating variable in the process of academic self-concept affecting academic emotion;Parental meta-emotional is the regulating variable in the process of academic emotion affecting academic achievement;In the chain mediating process of cumulative ecological risk affecting academic achievement through academic self-concept and then negative academic emotion,risk sensitivity is the regulating variable between cumulative ecological risk and academic self-concept,growth-type thinking is the regulating variable between academic self-concept and negative academic emotion,while parental emotional guidance type and parental emotional rejection type both play a regulating role between negative academic emotion and academic achievement.(3)With the theme of improving negative academic emotion and training academic self-concept,two group counseling programs were developed for intervention research,and group counseling was carried out for the academic self-concept training and improving academic emotion of the sophomore students in English learning.The results showed that both the academic self-concept training and the improvement of negative academic emotion could effectively improve the level of academic achievement of adolescents under the high cumulative ecological risk situation.It further proves that academic self-concept and academic emotion play an intermediary role in the process of cumulative ecological risk affecting academic achievement.