The Influence Of Basic Psychology On Middle School Students' Academic Engagement : The Mediating Role Of Daily Academic Resilience And Emotional Regulation Self-efficacy

To explore the relation among basic psychological needs,daily academic resilience,regulation emotional self-efficacy,and academic engagement for meddle school students,providing theoretical and practical references for middle school students to adjust their own status,and parents and schools can provide better education.A questionnaire survey was conducted among 902 middle school students in some cities in Liaoning Province using the Basic Psychological Needs Questionnaire,Everyday Academic Resilience Questionnaire,Regulatory Emotional Self-efficacy scale end Academic Engagement Scale 20.0 and Mplus7.0 perform statistics on datas,independent sample test,one-way analysis of variance,correlation analysis,regression analysis,and establishment of structural equation model.The basic psychology needs to be in the grade,the place of birth,the only child,the family economic situation,parental education in different levels,and no significant different in the school;there is a significant different in gender.There are significant gender differences in the resilience of secondary school students in daily life.There are significant differences in the level of education among grades,places of origin,only children,family economic status,and schools and parents.There are significant differences in the academic engagement of middle school students in terms of gender,place of origin,family economic status,and the educational level of schools and parents.The emotional self-efficacy of middle school students differs significantly in the places of origin,family economic status,different school and parents' levels.There is no more significant different in the gender self-efficacy of meddle school students between gender,grade end only child.The scores of basic psychological needs and academic engagement showed a significant positive correlation(r=0.368,p<0.01).The scores of academic resilience and academic engagement showed a significant positive correlation(r=0.630,p<0.01).The scores of regulation emotional self-efficacy and academic engagement showed a significant positive correlation(r=0.385,p<0.05).The scores of basic psychological needs and academic engagement showed a significant positive correlation(r=0.273,p<0.01).There was a significant positive correlation between basic psychological needs and emotion-regulating self-efficacy scores(r=0.368,p<0.01),and the scores of academic resilience and emotion-regulating self-efficacy showed a significant positive correlation(r=0.434,p<0.01).Basic psychological needs 13.9% of the amount of explanation for academic engagement.After adding emotional regulation of self-efficacy,the amount of interpretation of predictive factors on learning input increased to 20.9%.After adding regular academic resilience,the amount of interpretation of predictive factors on academic engagement increased.To 42.3%.The direct effect of basic psychological needs on academic engagement is significant,and the indirect effects are significant after adding regular academic resilience and emotional regulation self-efficacy as mediating variables.