The Relationship Between Academic Achievement And Junior High School Students' ?sychological Well-Being:Self-Esteem As A Mediator

Junior high school students are in a special period of accelerated physical and mental development. They are faced with a lot of internal contradictions and also faced with strong emotional volatility, but they have weak adaptability to deal with stress, so they are often confronted with many troubles, including a variety of psychological problems. Therefore, it is of great significance and value to their healthy development to guide them to know how to live a happy life and to realize the real happiness of life in heart to give them targeted well-being education according to their characteristics of physical and mental development. In order to provide strong theoretical support for education of well-being, the researchers have been studying well-being more deeply. At the present time, researches on the well-being can be fallen into two traditions—subjective well-being(SWB) and psychological well-being(PWB). But the research of junior high school students' well-being mainly concentrated on subjective well-being field. According to the existing data, only a few domestic scholars explored the psychological well-being of junior high school students. The only exsiting theoretical research results can't meet the demand of the practice and development of well-being education. The theory and the practice are needed to enrich the research on junior high school students' psychological well-being.Studies have shown that the academic achievement of junior high school students and their self-esteem that is considered as an important part of the individual self system are closely related to their psychological well-being respectively. The relationship between self-esteem and psychological well-being is close, too. However, the previous researches only referred to the relationship between the two variables of them, not the mechanism among the three. Accordingly, the present study will first explore the characteristics of the junior middle school students' psychological well-being in the Chinese cultural background. Furthermore, we will examine the relationship between the academic achievement of junior high school students and the psychological well-being, and then investigate whether the Junior high school students' self-esteem mediates the relationship between their academic achievement and psychological well-being. In order to enrich the research on the localization of junior high school students' psychological well-being, and provide a reliable theoretical basis for the current practice of well-being education, we began to conduct the study.This study aims to find out the relationship among the three variables of academic achievement, psychological well-being and self-esteem of junior high school students using a cross-sectional design with a sample of 791 students from grade 1-3 of two junior high schools in Yangxin County, Shandong Province by stratified cluster sampling. Self-report questionnaires were administered to collect the data,including the Self-Esteem Scale(SES), which was prepared by M. Rosenberg, the Psychological well-being subscales of Multiple Happiness Questionnaire(MHQ) which was established by Miaoyuanjiang, who is a domestic scholar of positive psychology. In the meanwhile, we collected mid-term grades of Chinese, English and mathematics before the testing. We regard the standardized grades as the academic achievement index and then analyze data by spss 21.0,which is one of the most commonly used statistical software, using statistical methods such as descriptive statistics, independent sample test, correlation analysis, variance analysis and regression analysis. The main conclusions of the study are as follows:1. Junior high school students' psychological well-being level was relatively high, which varied from grade to grade. The level of psychological well-being of the students of grade 2 was significantly lower than that of the students of grade 1 and grade 3, and there was no significant difference in the level of psychological well-being between the students of grade 1 and grade 3. The level of psychological well-being did not vary by students' gender, places of origin, the only child or not and a boarder or not.2. Correlation analysis indicated that there was a significantly positive correlation between the academic achievement and the psychological well-being of junior high school students.. The higher the academic achievement was, the higher the level of psychological well-being in junior high school students was. Moreover, regression analysis revealed that the academic achievement of junior high school students significantly and positively predicted their psychological well-being.3. Correlation analysis indicated that there was a significantly positive correlation between the self-esteem and the psychological well-being of junior high school students The higher the self-esteem was, the higher the level of psychological well-being in junior high school students was. Moreover, regression analysis revealed that the self-esteem of junior high school students significantly and positively predicted their psychological well-being4. Regression analysis found that self-esteem played a completely mediating role between junior high school students' academic achievement and their psychological well-being, that is, the academic achievement of junior high school students influence had an indirect effect on psychological well-being through their self-esteem.