Longitudinal Study On The Relationship Among Senior One Students' Academic Self-concept?Academic Emotion And Academic Adaptability

Academic adaptability is a complex functional system.It is a state in which individuals overcome learning difficulties and achieve ideal learning outcomes through continuous efforts.Under the fierce learning competition and heavy pressure of entering school,the problem of poor academic adaptability of middle school students is constantly emerging and showing a rising trend.Studies have shown that the academic adaptability of high school students,especially the fresh students,is significantly lower than that of junior high school students due to the new characteristics of learning activities and a series of changes in learning environment.This maladjustment will seriously affect their physical and mental health and future development.As an important factor affecting students' learning,academic self-concept not only affects students' learning motivation and emotions,but also directly determines the size of academic achievement,and has an important impact on students' academic adaptability.But there are also some studies that show that academic self-concept is also the result of academic performance.By improving academic performance,academic self-concept can be increased.Therefore,this study explores the mechanism of the relationship between academic self-concept,emotion and adaptability of senior high school students through tracking,and provides empirical support for promoting senior high school students to better adapt to the new learning and living environment.In this study,800 high school students were measured by cluster sampling in September 2018 using the "Adolescent Academic Self-Rating Scale",the "Adolescent Academic Emotion Questionnaire" and the "Learning Adaptation Scale".Three months later,in December 2018,the same group of subjects were tracked and measured.675 valid subjects were tracked twice.SPSS20.0 and AMOS21 are used to analyze and process the data.The results show that:(1)The academic self-concept and academic adaptability of senior one students are generally at the middle level.In the three-month follow-up survey,the academic self-concept,academic emotion and academic adaptability of the first year high school students follow different development patterns.Specifically,after three months of high school students' academic self-concept and academic adaptability decreased significantly,the positive academic emotions experienced by students decreased significantly,and the negative academic emotions increased.(2)There is no gender difference in the academic self-concept of senior one students.There are gender differences in academic adaptability.Girls' academic adaptability is significantly stronger than boys'.There are significant differences in academic emotions between boys and girls.The specific manifestation is that girls' negative academic emotions are significantly higher than boys' and boys' positive-low arousal academic emotions are significantly more than girls'.(3)There is a significant negative correlation between high school students' academic self-concept and academic maladjustment;there is a significant positive correlation with positive academic emotion and a negative correlation with negative academic emotion;there is a significant negative correlation between academic maladjustment and positive academic emotion,and a positive correlation with negative academic emotion.Cross-lag regression analysis found that the academic self-concept of T1 could significantly predict the academic adaptability of students in grade one after three months,and the academic adaptability of T1 can significantly predict their academic self-concept after 3 months.(4)Positive-low arousal and negative-low arousal play a mediating role in the relationship between academic self-concept and current and future learning adaptability of senior high school students.