The Relationship Between Negative Life Events And Academic Achievements Of Junior High School Students

Academic achievement is a core indicator reflecting the quality of education and an important indicator of the development of teenagers.Based on this,this study focuses on the internal mechanism affecting academic achievement.Junior high school students in adolescence are not only faced with changes in physical and mental development,but also experiencing a variety of negative life events.In addition,the level of emotional intelligence and resilience will greatly affect their response to negative life events,and thus play a role in their physical and mental health and academic achievements.Therefore,based on the ecological system theory,this study explored the internal relationship between negative life events,emotional intelligence,resilience and the academic achievements.In the first study,1172 junior high school students were selected as the research object,and the questionnaire survey method was used to explore the chain mediating role of emotional intelligence and resilience in the relationship between negative life events and academic achievement of junior high school students.The results indicate that:(1)There is no significant difference in the gender of negative life events,and there are significant differences in grades and whether they are only children.In addition,emotional intelligence,resilience,and academic achievement do not differ significantly in gender and whether they are only children,but there are significant differences in grades.(2)Negative life events have a significant direct effect on the academic achievement of junior high school students,and can negatively predict the academic achievements.(3)Emotional intelligence and resilience,in addition to their respective independent mediation between negative life events and academic achievement of junior high school students,emotional intelligence can indirectly affect the academic achievement by affecting resilience.In other words,emotional intelligence and resilience play a chain intermediary role between negative life events and academic achievement of junior high school students.In the second study,focusing on effective ways to improve the resilience and academic achievement,based on the influencing factors of junior high school students' resilience,international resilience project and group dynamics theory,developed a training course forjunior high school students' resilience.The experimental group was implemented in the form of group counseling.It is hoped that the level of resilience of junior high school students will be improved,and then their academic achievements will be improved,and to provide a set of resilience group counseling programs for reference in the field of education and teaching practice.The results show that the resilience level of the experimental group is significantly higher than that of the control group after receiving the 8-week resilience group counseling intervention,and the resilience level and academic achievement score are significantly higher than the pre-test in the post-test,and the psychological resilience is significantly positively correlated with the academic achievement of junior high school students.