The Influence Of Parents And Teachers' Self-support On The Academic Performance Of Junior High School Students:the Role Of Chain Control In Self-control And Academic Delay

Learning is the primary objective for junior high school students.Academic achievement is one of the important indicators for educators,parents and students to evaluate their learning ability and learning effect.Previous studies have shown that junior high school students in early adolescence love independence and are reluctant to attach and obey adults;therefore,whether parents and teachers can provide a relatively independent environment for junior high school students has a very important impact on the academic performance of junior high school students.However,the mechanism of the influence of the primary supporters' independent support on the academic performance of junior high school students is still unclear.In order to better explore the influence mechanism of junior high school students' academic performance,this study starts from the three perspectives of the main educators(parents and teachers),the students' personality(self-control),and the students' academic behavior(study delay),systematically explores the influence of parents and teachers' self-support on the academic performance of junior high school students,as well as the mode of mediation between self-control and academic delay,and based on the results of basic research,proposes an educational strategy to promote the academic performance of junior high school students.In this study,a total of 272 students from three grades of a junior high school in Beijing were selected as the subjects,using the Parental Self-Support Scale,the Teacher Self-Support Scale,the Youth Self-Control Dual System Scale,and the Academic Delay,junior high school students' main academic achievements are measured,through the establishment of a chained intermediary model,the influence of teachers and parents' self-support on the academic performance of junior high school students through self-control and academic delay is discussed.The main conclusions are as follows:1)The self-control of junior high school students increased with the increase of grades,which showed that the level of self-control of the students of Grade 1 was significantly better than that of Grade 3.There is no significant difference in different grades and gender between junior high school teachers' self-support,parental support,student self-control,and academic delay.2)Teacher's self-support is positively correlated with parental support,self-control,and academic achievement.Parental self-support is related to self-control and academic achievement positively.Self-control is positively correlated with academic achievement.However,academic delay is negatively correlated with teacher support,parental support,self-control,and academic achievement.3)Teachers and parents' self-support of junior high school has an impact on academic performance through self-control.4)For junior high school student,teachers and parents' self-support exert an influence on academic performance through academic delay.5)Self-control and academic procrastination play a role in chain mediation in the influence of teachers and parents' self-support and academic achievement in junior school students,there was no significant difference in the mediating effect of teacher self-support and parental support affecting academic performance.