A Comparative Study On The Relationship Between Psychological Resilience, Academic Emotion And Study Engagement In Middle School Students Of Tibetan And Han Nationality

The middle school period is crucial for establishing the correct outlook on life and values and forming a sound personality.This is also the most effective period for high school students to develop positive personality.During this period,the bodies and minds of middle school students develop rapidly,and learning knowledges is the major activity of this period.Only by laying a solid foundation in the middle school can the students maximize their own values in the future.In 2017,the report of the 19 th National Congress of the Communist Party of China explicitly pointed out that the full implementation of the Party's ethnic policy and the deepening of education on national unity advance demonstrated the Party's and the nation's earnest expectations for the education of ethnic unity advance with Chinese characteristics in the new era.This research focuses on the comparative analysis of the characteristics and relationship between psychological resilience,academic emotion and study engagement of middle school students of Tibetan and Han nationality among minorities.On the basis of understanding the characteristics,the further comparative analysis will be implemented to find out the differences in the relationship modes among psychological resilience,academic emotion and study engagement of Tibetan and Han middle school students.It will contribute to the enrichment of research theories about Tibetan middle school students' study engagement,thus to open up a new perspective for raising up study engagement of minority middle school students,and to promote the development of education on national unity advance.This study employed the “Adolescent Psychological Resilience Scale,” “Youth Academic Emotional Inventory,” and “Study Engagement Scale” to test 888 middle school students(excluding the third-year students of junior high school and senior high school).Using the methods such as correlation analysis,multivariate analysis of variance and so on,the author made a comprehensive analysis to compare their differences in gender and grade.Based on the understanding of psychological resilience,academic emotion and study engagement status of Tibetan and Han middle school students,a structural equation model was employed to further explore the effect on the levels of study engagement by psychological resilience and academic emotion,and to uncover the intermediary role of academic emotion in psychological resilience and study engagement.Finally,the author made conclusions and suggestions from the educators' perspective.The main conclusions of this study are as follows:(1)There are significant differences in the psychological resilience,academic emotion and study engagement of Tibetan and Han middle school students in terms of gender and grade.(2)There is a significant correlation between psychological resilience,academic emotion and study engagement of Tibetan and Han middle school students.There is a significant positive correlation between psychological resilience and study engagement and academic emotion plays an intermediary role between the psychological resilience and study engagement of Tibetan and Han middle school students.(3)There is no significant difference in the relation model among psychological resilience,academic emotion and study engagement of Tibetan and Han middle school students.