Research On The Relationship Among Self-esteem And Frustration Endurance And Earning Attitude Of Junior High School Students

Objective:The study is the meaning of self-esteem and learning attitude andfrustration endurance research status reviewed based on the characteristics bycollecting relevant information and dostatistical analysis to explore the characteristicof students’ self-esteem and frustration endurance and learning attitude,and frustrationendurance how to influence on learning attitude,to explore the relationship amongself-esteem ang frustration endurance and learning attitude of junior high schoolstudents,to understand the mechanism of action of learning attitude,inorder to providetheorietical basis for the strengthening of junior middle school students learningattitude,resilience for junior high school students to provide a realistic basis.Subjects and Methods: In this study, randomly selected from Shenyang City,Liaoning Province,a junior high school450junior high school students assubjects,using a questionnaire,the data collected Excel and SPSS17.0and Amos17.0for statistical processing.The study concluded as follows:(1)In general,there exists no significant gender difference in junior high schoolstudents’ self-esteem. There exists significant differences in the self-denial dimension,and the girls’ scores are significantly higher than boys’.There exists significantdifference in grade,the scores of the second grade students’ self-esteem are higherthan the score of the first and the third grade.(2)There exists significant gender difference in junior high school students’frustration endurance, the level of girls’ frustration endurance is higher than boys’.Thedifferences in different dimensions are not significant, the third grade is higher thanthe first, the frustration endurance level of the second grade is the lowest.(3)There exists significant gender difference in Junior high school students’learning attitude. Girls’ scores in the dimensions of emotional experience andcognitive level are higher than the boys’. There no differences in different grades, butnot significant. In the dimension of emotional experience, the level of the third gradeis significant higher than the second and the first grade. In the dimension of thebehavioral tendency, the scores of the second grade is higher than the first and the third. In the dimension of the cognitive,the first and the third grade’s scores are higherthan the second grade’s.(4)The relationship between junior high school students’ self-esteem andfrustration endurance are negative correlation. The relationships among setbacksevent (internal) cognitive,the setbacks events (external) cognitive, setbacks emotionand frustration scenario-volition in the dimensions of junior high school students’self-esteem and frustration tolerance are significant negative correlation.(5)The relationship between junior high school students’ self-esteem andlearning attitude are generally positive correlation. The relationships among theunderstanding of the purpose,significance of the learning attitude,the academic recard,the behaviors in exam review of junior high school student and self-esteem existspositive correlation,but negative correlation between the self-esteem and the excludethe hardship of performance study and the behavior of resisting interference.(6) In general,the relationship between junior high school students’ learningattitude and frustration endurance showed positive correlation.The relationship amongthe emotion dimension of learning attitude and the individual setbacks source,frustration event (internal) experience,the objective setbacks source and the frustrationscenario-volition of frustration endurance are significant positive correlation.Therelationship between the behavioral tendency of learning attitude and the cognition offrustration source of frustration endurance are not significantly correlated,butsignificantly correlated with other factors.The relationship among the cognitive levelof learning attitude and the purpose,the setbacks event (external)experience,frustration emotional and setback-will of the frustration situation existsignificantly positive correlation.(7)The junior high school students’ self-esteem and frustration endurance havepredictive function to learning attitude,and the frustration endurance plays the partialintermediary role between the self-esteem and learning attitude.