High School Academic Pressure Susceptibility And Self-identity:Personality Traits Intermediary Role

Academic pressure has always been an issue of focus in the education for teenagers.High school students are particularly sensitive to academic pressure.In order to investigate the stress susceptibility theory,in conjunction with academic pressure as specific stress stimuli,this study intends to explore the role of susceptibility,development characteristics and personality traits of students in high school academic stress through qualitative research and quantitative research methods.We hope to provide empirical evidence for the development of susceptibility theory.The research used interviews to collect qualitative data and used grounded theory to focus on the theoretical dimensions of high school students' susceptibility to academic pressure.According to the theoretical dimension,we revised the "Academic pressure susceptibility questionnaire" compiled by the predecessors.Combining the ?Self-identity State Scale? revised by Shuqing Wang et al.and the ?Five-Factor Questionnaire for Secondary School Students' Personality? revised by Hong Zou,we conducted research on the status quo of senior high school students in three schools in Chongqing,and explored the relationship between academic stress susceptibility and self-identity,and the role of personality traits in it.1958 questionnaires were distributed and 1790 questionnaires were collected.The average age of participants was 16.58±1.15 years.The results of the study are as follows:(1)The content of susceptibility to high school students' academic pressure includes four dimensions: family expectation,learning dilemma,self-doubt,and future concerns;(2)The revised "Academic Pressure Susceptibility Questionnaire? has good reliability and validity and can be put into use;(3)The overall level of high school students' susceptibility to academic stress is significantly affected by grade.Gender,arts and science,being the only child have no significant difference.(4)High school students' academic stress susceptibility and dimensions have significant differences in the grouping of self-identity.(5)High school students' academic stress susceptibility,self-identity and personality traits are significantly related;(6)Personality neuroticism and conscientiousness have a mediating effect on academic stress susceptibility and self-identity(except for forclosure of identity).