Research On The Relationship Among Subjective Well-being,academic Engagement And Academic Achievement Of Junior Middle School Students

With the advent of the knowledge economy era,talents have gradually become the core competitiveness of a country and people.Education is the main way of talent training,and the cornerstone of national workforce quality training is secondary education.The quality of secondary education affects not only the individual's mission and vision,but also the future and destiny of the country and people.A crucial criterion for evaluating the quality of secondary education is academic achievement of junior middle school students.Therefore,improve academic achievement and elucidate the influencing factors of students' academic achievement have gradually become a top subject of increasing concern for scholars of pedagogy,psychology and sociology.However,scholars have paid too much attention to the cognitive factors that influence academic achievement,and paid too little attention to the non-cognitive factors for a long time.Subjective well-being as an important non-cognitive factor has been shown to significantly predict academic achievement in some studies which have yielded somewhat inconsistent conclusions and need to be confirmed by subsequent researches.Meanwhile,existing studies have also demonstrated that increasing academic engagement can significantly improve students' academic achievement,and extensive studies have found that academic engagement often plays an intermediary role in the influence mechanism of the third variable on academic achievement.As for the relationship between academic engagement and subjective well-being which are cognitive and non-cognitive factors respectively,together with academic achievement,and how the influencing mechanism is realized,there has no exact research to discuss it deeply at present.Therefore,the current study aims to explore the internal logical relationship among subjective well-being,academic engagement and academic achievement through a questionnaire survey of more than 200 junior middle school students in two secondary schools in Henan province,and to provide scientific basis for improving the subjective well-being,academic engagement and academic achievement of juniormiddle school students.The present research mainly adopts questionnaire and interview methods."Adolescent SWB(Subjective Well-being)Scale" and "Chinese Version of Academic Engagement Scale ” which as relatively mature scales are used to measure the subjective well-being and academic engagement of junior middle school students respectively,together with the academic achievement data through independent sample T-test,variance analysis,correlation analysis,stepwise regression analysis and structural equation model to verify the theoretical model and research hypothesis.Several important findings of the present study are that:(1)Status quo of subjective well-being: the subjective well-being level of junior middle school students is generally high.There are insignificant differences in gender,one-child situation,grade,and mother's education level,but significant differences in origin of student and father's education level.(2)Status quo of academic engagement: the academic engagement level of junior high school students is generally high.There are no significant differences in gender,one-child situation,father's and mother's education level,but significant differences in grade and origin of student.(3)Status quo of academic achievement: On the whole,the academic achievement level of junior middle school students have the highest scores in Chinese,the lowest in English and the middle in mathematics.There are insignificant differences in one-child situation and mother's education level,but significant differences in gender,origin of student,grade,and father's education level.(4)Relationship between subjective well-being,academic engagement and academic achievement of junior middle school students: subjective well-being positively predicts academic achievement,academic engagement positively predicts academic achievement,subjective well-being positively predicts academic engagement.Academic engagement plays a completely mediating role in the relationship that subjective well-being predicts academic achievement.Behavioral engagement plays a partial mediating role in the relationship that life satisfaction predicts academic achievement,and a completely mediating role in the relationship that emotion predicts academic achievement.Emotion engagement plays a completely mediating role in the relationship that subjective well-being predicts academic achievement.Cognition engagement plays a completely mediating role in therelationship that subjective well-being predicts academic achievement.