Study On The Influence Of Academic Stress And Approaches Toward Learning On Students' Academic Performance

In the era of knowledge economy,education as the important mechanism of the reproduction of human capital plays increasingly important role in the national development and international competition.As the direct results of teaching achievement and education quality,academic achievement has caught the attention of various stakeholders in the process of education,the most widely used indicator of academic achievement is academic performance.Under the current exam system,academic stress is increasing due to the pursuit of academic performance.At the same time,students' quality education and comprehensive development are also getting more and more attention,students are increasingly required to have a comprehensive knowledge and ability structure,the acquisition of approaches toward learning of basic education stage is the important foundation of developing subsequent various ability.However,multi-dimensional academic stress and approaches toward learning involving rich meanings are important research topics in education management field for students' comprehensive development,especially academic performance.As a result,it is particularly important that what is the relation among academic stress,approaches toward learning and academic performance.It is becoming an urgent problem for education administrators about how to properly handle the relation among academic stress,approaches toward learning and academic performance,and what sort of stress management strategies and quality improvement strategies are to take.In order to solve the above problems,this study lays a foundation for the scientific selection of academic stress indicator and approaches toward learning indicator,and the influence on the academic performance of model building through extensive literature survey.Field research was conducted on the students of C district of A city through academic stress and approaches toward learning questionnaire,as well as interviews to some of the students.Based on the survey data,this study conducts the differential comparison between sex,period,and the school level,as well as the relation among academic stress,approaches toward learning and academic performance.At the same time,this study builds the academic performance influence model of students' academic stress and approaches toward learning,inspects the mediating effect of approaches toward learning in the academic performance influence model,explores whether there is moderating effect of gender,period and school level in the academic performance influence model.Through the data statistics combined with interviews,this study found that: first,period and the school level has significant difference on the academic stress,approaches toward learning and academic performance;Second,there is a significant negative correlation between academic stress and academic performance,there is a significant positive correlation between approaches toward learning and academic performance,there is a significant negative correlation between academic stress and approaches toward learning;Third,there is mediating effect of approaches toward learning in the academic performance influence model;Forth,there is moderating effect of gender,period and the school level in the academic performance influence model.For the above situation,it is suggested that the principals as the school administrators and the teachers as teaching practitioners should pay close attention to the difference between students,use different leading strategies to students with different types of academic stress and approaches toward learning,pay attention to palying the important role of approaches toward learning in the learning process,using the home-school cooperation to play the positive role of external learning environment.