The Relationship Of School Bonding,Parent-Child Relationship And Academic Achievement Of Senior High School Students

High school is the key period for one's physical and mental health and academic achievement.The academic development in high school even affects students' life.Family,school and personal factors are closely related to the development of this stage.Psychological capital is a positive psychological force for individuals in learning and life,with measurable and exploitable characteristics.We can focus on this to cultivate students' psychological ability and promote their physical and mental health and academic development.Therefore,it is of both theoretical and practical significance to explore the influences of school bonding,parent-child relationship on academic achievement and mediating effects of the corresponding psychological capital.In the first research,we take 804 students from 4 ordinary senior high schools in Mianyang as the research objects,and adopt a questionnaire survey in combination with literature review.The purpose of this study is to explore the relationship between school bonding,parent-child relationship,psychological capital and academic achievement.On the basis of study 1,study 2 explores the psychological capital micro-intervention model and the construction of positive school and family environment.Through case counseling,the intervention of high school students' psychological capital is conducted to improve the effectiveness of their academic achievements.Results:1.High school students have higher overall level of school bonding.Girls scored significantly higher than boys in school belonging dimension.The scores of peer support dimension in the second year of high school were significantly higher than that in the third year of high school and the first year of high school.There is no difference between the students' origin and the single child in school bonding and its dimensions of high school students.2.The overall level of psychological capital of high school students is relatively high.Boys scored significantly higher than girls on total psychological capital score,resilience and self-efficacy.Only children scored significantly higher than non-only children in total psychological capital score,self-efficacy and hope dimension.There is no difference between the students' origin and grade in psychological capital and it's dimensions of high school students.3.High school students' overall level of parent-child relationship is higher.Girls scored significantly higher than boys in mother-child affinity.Only children scored significantly higher than non-only children in mother-child affinity and father-child affinity.There is no difference between the students' origin and grade in mother-child affinity and father-child affinity of high school students.4.The correlation between school bonding,parent-child relationship,psychological capital and academic achievement of high school students are significantly positive.There was no significant correlation between psychological capital's resilience dimension and academic achievement.5.Psychological capital plays a significant intermediary role between school bonding and academic achievement,that is,school connection indirectly affects academic achievement through influencing psychological capital.6.Psychological capital plays a significant intermediary role between parent-child relationship and academic achievement,that is,parent-child relationship indirectly affects academic achievement through influencing psychological capital.7.Case intervention of psychological capital is helpful to improve students'psychological capital and their academic achievement.