Study On The Ralationship Between Academic Stress,Resilience And Academic Emotion And The Intervention Of Resilience Of Junior High School Students

As the social competition is becoming more and more intense,the demand for talents is becoming higher and higher,and the pressure level of the youth group is also getting higher and higher.For junior high school students,the academic pressure is the main source of the stress they face.In the face of setbacks and adversity,some students develop well,and some students produce many negative emotions and incompatible behavior.The purpose of this study is to explore the intrinsic relationship between academic stress,mental resilience and academic emotion,and to improve the ability of junior high school students to cope with stress and adversity.In the first study,junior high school students are taken as the research object and the method of questionnaire survey is adopted.A questionnaire survey was conducted among 500 junior middle school students by using middle.school academic stress questionnaire,Adolescent Resilience Scale and academic emotional scale.The purpose is to explore the intrinsic relationship between academic pressure,resilience and academic emotions of junior high school students.In the second study,based on the theory of resilience and related literature research at home and abroad,combined with the qualitative interview research of junior middle school students,we designed and formed a resilient intervention group counseling program.In the third study,we carried out an intervention study on junior high school students with low mental resilience in order to investigate the effect of Resilience group guidance on the Academic Emotion of junior high school students.The results of the study are as follows:(1)There is a significant negative correlation between academic stress and resilience and positive academic emotions,and a significant positive correlation with negative academic emotions.There is a significant positive correlation between resilience and positive academic emotions,and a significant negative correlation with negative academic emotions.(2)Middle school students academic stress has a significant negative predictive effect on positive academic emotions,has a significant positive effect on negative academic emotions;resilience of middle school students has a significant positive effect on positive academic emotions,has a significant negative effect on the negative academic emotions.(3)Middle school students' resilience plays a partial mediating role between academic stress and positive academic emotions.Middle school students' resilience plays a partial mediating role between academic stress and negative academic emotions.(4)After resilience group counseling,the scores of resilience and positive academic emotions of junior high school students were significantly improved,the scores of negative academic emotions were significantly reduced,and the effect of group counseling intervention was good.The results show that academic stress can directly affect academic emotions and can indirectly affect academic emotions through mental resilience.In order to improve the academic mood of junior high school students,the potential of students' mental resilience can be developed.