Study Of The Relationship Among Middle School Students’ Academic Pressure, Academic Motivation,Academic Self-confidence And Academic Achievement

As we all know, middle school students are a special group, and they are at a very critical stage of self-development. At this stage, they not only have to face the physical changes, psychological changes and major changes in external environment, but also face the tremendous academic pressure. As the important factors that influence middle school students’academic achievement and sound personality, academic pressure, academic motivation and academic self-confidence should be concerned in student learning research. In recent years, there are many research about academic pressure, academic motivation, academic self-confidence and academic achievement, however, researches in order to find the relationship among academic pressure, academic motivation, academic self-confidence and academic achievement are very few.This study is aim to investigate status of the academic pressure, academic motivation and academic self-confidence of middle school students, and then explore the relationship among the academic pressure, academic motivation, self-confidence and academic achievement. Finally it explores the mediator and moderated roles of academic motivation and self-confidence between academic pressure and academic achievement. Research chooses the1403middle school students as the object, and uses the on-site questionnaire to investigate the academic pressure, academic motivation, academic self-confidence and academic achievement of middle school students. And using descriptive statistical analysis, analysis of variance, correlation analysis, regression analysis and structural equation modeling analysis for data analysis, study results are as follows:1. Academic pressure, academic motivation, academic self-confidence and academic achievement showed differences in demographic variables, such as gender, type of school, parental education level and family type.(1) Girls academic pressure, language achievement and academic motivation are significantly higher/stronger than the boys.(2) There are significant differences about academic self-confidence, language and mathematics achievement among different types of schools; students in common middle school get higher score in these aspects than nine-year system school and complete secondary school.(3) There are significant differences in other aspects; generally speaking, the higher the father’s education level is, the higher of the score.(4)Academic achievement of students who live with parents are higher than those who don’t live with parents. 2. Academic pressure showed a significant negative correlation with academic motivation, academic self-confidence, language achievement and mathematics achievement. Between any two of academic motivation, academic self-confidence and academic achievement had a significant positive correlation.3. Academic pressure can negatively predict language achievement and mathematics achievement. However, academic self-confidence and academic motivation can positively predict language achievement and mathematics achievement significantly.4. In the relationship that academic pressure affecting academic achievement, academic motivation played a full-mediation role. In the relationship that academic pressure affecting academic achievement, academic self-confidence is also played a full-mediation role.