A Study On The Structures And The Developmental Characteristics Of Academic Resilience Of Middle School Students

The research of academic resilience has been carried out for nearly 20 years, and has grown gradually into Psychology and Pedagogy research field, because of its positive conception. Although the definition of academic resilience is still not so clear, it was emphasized that how the students could get good academic achievements in front of difficulties.Our study tries to revealing the structures and the characteristics of the middle students'academic resilience by structuring the questionnaire, including three sections: (1) Interview and open questionnaire survey. Using the Grounded Theory, the study would structure the dimensions of the middle students'academic resilience, and draw up the items of the original questionnaire. (2) To establish the factors structure of the academic resilience. By the exploratory factor analysis, this study tries to explore, and establish the factors structure of the questionnaire of middle students'academic resilience, then to investigate the stability of this questionnaire and inspect its content, construct and external validity; (3) Discussing the developmental characteristics of middle students'academic resilience. Based on collecting literatures, interview and open questionnaire survey, the theory model of middle students'academic resilience is constructed. The formal questionnaire is developed on basis of the first interview and questionnaire survey, then the theoretical construct is corrected by the interview and the data analysis, and the formal questionnaire is constructed. Finally, the developmental characteristics are explored by using formal questionnaire survey. The detailed conclusions are as followings.1. Middle school students' academic resilience is a multi-dimensional and multi-level structure model, consisting of two dimensions, four factors. The two dimensions are Individual power and relation power. Individual power includes difficulties-coping and academic persistence; relation power includes parents support and teacher support.2. The study constructed the middle school students'academic resilience questionnaire through interview, open questionnaire survey and the analysis of the existing literatures. The questionnaire is proven to be of nice reliability and validity.3. The whole level of middle school students'academic resilience is higher than middle level。In view of all aspects of academic resilience, academic persistence is the highest, difficulties-coping is lowest. All the factors show that:academic persistence> teacher support> parents support> difficulties-coping.4. There is no obvious divergence between girls and boys in academic resilience of middle school students.5. There are obvious divergences among different grades. In the middle and high stage, it shows the rule of "V", namely, middle2 obviously lower than middlel and middle 3, high 2 obviously lower than highl and high 3.6. The academic resilience and psychological resilience relate with the academic performance, and the relationship between the academic resilience and academic performance is more significant.7. The academic resilience declines more obviously than the psychological resilience, especially in high schools.