The Relationship Between School Atmosphere And Academic Achievement Of High School Students

Academic achievement is a classic subject widely concerned by researchers at home and abroad.As the most intuitive indicator of learning effect,the psychological development and education of students are of great significance.High school is a key period for students to study.High school students spend most of their time in school.school environment has an important impact on academic achievements.This study will explore the relationship between high school students' school atmosphere and academic achievement,focusing on the mediating role of academic emotion and academic self-efficacy in the relationship between the two,so as to provide theoretical basis and empirical data support for effectively improving high school students' academic achievement and mental health level,and provide targeted educational suggestions for schools,teachers and parents.This study takes 451 students from two ordinary high schools in Jinan as the research object,and investigates the relationship between school atmosphere,academic emotion,academic self-efficacy and academic achievement through questionnaire survey.SPSS 17.0and AMOS 21.0 are used for data analysis.The research conclusions are as follows:(1)In terms of school atmosphere,there is no significant demographic difference from the overall level of school atmosphere perceived by high school students,but there are gender differences and grade differences in different dimensions of school atmosphere.(2)In terms of academic emotion,there is no significant gender difference and grade difference in academic emotion among senior high school students.In the dimension of positive academic mood,the students who are class cadres scored significantly higher than the students who are not class cadres.(3)In terms of academic self-efficacy,the overall level of senior high school students' academic self-efficacy is significantly different in whether they are class cadres,and whether students are class cadres or not is significantly different in both dimensions of academic self-efficacy.There are gender differences in the dimension of learning ability and self-efficacy,with male students scoring significantly higher than female students.In the dimension of learning behavior self-efficacy,it shows the difference between grade and only child.(4)In terms of academic achievement,there are significant differences in whether they are only children or not and whether they are class cadres.The academic achievement of only children is higher than that of non-only children,and the academic achievement of students who are class cadres is higher than that of students who are not class cadres.(5)High school students' school atmosphere,academic emotion,academic self-efficacy and academic achievement are significantly correlated.Among them,positive academic mood is significantly positively correlated with school atmosphere,academic self-efficacy and academic achievement.However,negative academic emotions are significantly negatively correlated with school atmosphere,academic self-efficacy and academic achievements.(6)High school students' academic emotion and academic self-efficacy play a mediating role in the influence of school atmosphere on academic achievement.