The Influence Of Psychological Resilience On Learning Engagement Of Tibetan Junior Middle School Students In Mainland China:A Moderated Mediation Model

The Tibetan middle school class in Mainland China refers to the middle school classes(schools)organized by the state to recruit students from the Tibet autonomous region for the purpose of cultivating the backbone of Tibet by taking advantage of the educational conditions and teachers of the mainland schools.It is an important measure for intellectual assistance to implement the national education policy and national policy.As an important index to measure students' learning quality,learning engagement can directly predict students' academic achievements and negatively predict students' problem behaviors.In order to achieve the main goal of organizing Tibetan middle school classes in Mainland China,improving the level of learning engagement of Tibetan middle school students in Mainland China has always been a hot issue widely concerned by educational theoretical research and practical workers.Therefore,studying the influencing factors and mechanism of learning engagement of Tibetan junior middle school students in Mainland China has important theoretical reference value and practical significance for improving their learning engagement level and further improving the quality of talent training in Tibetan middle school class in Mainland China.Taking 412 junior high school students from Tibet middle school in Jinan as the research object,this paper uses the learning engagement scale,the adolescent psychological resilience scale,the junior high school students' adaptive questionnaire and the adolescent academic emotion scale for evaluation.Based on the analysis of the learning engagement,psychological resilience,school adaptation and academic emotion and the difference test and correlation analysis of the above variables,this paper proposes a moderated mediation model of school adaptation and academic emotion in psychological resilience affecting learning engagement and focuses on the mediating effect of school adaptation and the moderating effect of academic emotion.Our results suggest the following:(1)There is significant grade difference in the dedication dimension of learning engagement of Tibetan junior middle school students in Mainland China,and the highestvalue is the first grade,followed by the second grade and the third grade.There is no significant gender difference in the learning engagement.(2)Except that there is no significant correlation between learning engagement and negative high arousal emotions,other variables are significantly correlated between each other.(3)School adaptation plays a mediating role in the influence of psychological resilience on learning engagement.(4)The mediating effect of school adaptation is regulated by positive high arousal emotion,and positive high arousal emotion regulates the latter half of the mediating process of psychological resilience,school adaptation and learning engagement.The main conclusions are as follows:1.The overall level of learning engagement of Tibetan junior middle school students in Mainland China is moderately high.The grade affects the dedication dimension of learning engagement,while the gender does not affect the learning engagement.2.Psychological resilience not only directly affects the learning engagement of Tibetan junior middle school students in Mainland China,but also indirectly affects the learning engagement by influencing school adaptation.3.Positive high arousal emotion regulates the latter half of the mediating process of psychological resilience,school adaptation and learning engagement.Specifically,the influence of school adaptation on learning engagement increases with the enhancement of positive high arousal emotion.