A Study On The Influence Of Belief Training On Academic Stress In Junior Middle School Students

As the demand environment for talents rises,students' academic pressure is increasing,which has a profound impact on the psychological health of middle school students.Carrying out corresponding psychological counseling work from two aspects of decompression or anti-stress,which can enhance students' sense of academic accomplishment,maintain physical and mental health and develop a healthy personality is an important practical work.According to the stress cognitive interaction model,academic stress is mainly composed of three parts.Cognitive evaluation is one of the important factors affecting academic pressure in this model.How to help students alleviate academic pressure from cognitive evaluation,whether they can use some mental training in thinking or cognition to enable students to self-grow,self-development,and improve mental health is also an important proposition of educational practice.Intelligence implicit beliefs and beliefs refer to the mentality,understanding and cognition of ordinary people towards intelligence.Generally it was divided into two categories: variable beliefs and fixed beliefs.By transforming the individual's belief in intelligence,improving the individual's negative perception of himself,it can alleviate the student's response to academic pressure,and enhance the psychological ability to coexist with the stress.This research includes two contents.Research one uses questionnaires such as the Intelligence Implicit Personality Scale,the source of academic stress for middle school students,the academic stress response for middle school students,and the stress response of junior high school students to analyze the role of different implicit beliefs in intelligence in stress models;The effect of implicit beliefs on stress,using variable belief design training programs to help students with fixed beliefs to change their beliefs and alleviate their academic pressure;Research 2 explores and verifies belief conversion training programs,using small group psychological training,Based on the theoretical basis of cognitive interaction model and cognitive behavior therapy,the experimental group and the control group were compared before and after the experimental design to objectively evaluate the effectiveness of the training program.Study 1 shows that in the stress-coping-response interaction model,coping styles play a partial mediating role between the pressure source and the stress response;different intellectual beliefs play a regulating role between coping styles and stress responses.Further data analysis also shows that students with variable intelligence beliefs are more positive in coping styles than students with fixed beliefs,and their final pressure response is also lower than students with fixed beliefs(p <0.05).The results of Study 2 show that variable belief transformation training can effectively improve the positive coping style of junior high school students and can reduce their academicstress response.There was a significant difference in coping style and stress response between the experimental group and the control group.Participants in the experimental group responded more aggressively,and their academic stress responses were significantly reduced.As a kind of individual cognition,implicit belief in intelligence plays an important role in regulating stress models.Students with variable beliefs in intelligence perform more positively in stress coping process than students with fixed beliefs.The pressure response is also smaller.After training through belief conversion,students with fixed beliefs have changed their implicit cognition of intelligence,which has improved their positive ways of coping with stress and reduced the adverse reactions caused by academic pressure.The effect of intellectual implicit beliefs on students 'academic stress is in accordance with the cognitive interaction model.By changing the students' cognition,they can alleviate the academic stress response.The goal of growth-centered education requires that the process of education must facilitate students' relief of physical and mental stress and prompt positive psychological growth under stress.It is of great practical value to carry out corresponding psychological counseling work from the perspectives of decompression or anti-pressure,so as to improve the students' academic sense of achievement,and to maintain their physical and mental health and develop a sound personality.Cognitive evaluation is one of the important factors affecting academic stress in the cognitive interaction modelof stress.In terms of cognitive evaluation,it is also an important topic in educational practice to help students relieve their academic pressure through psychological training of thinking or positive cognition,so as to enable students to grow and develop by themselves and improve their mental health.The implicit belief of intelligence refers to the mentality,understanding and cognition of ordinary people towards intelligence,which is generally divided into variable belief and fixed belief.The implicit belief of intelligence has the function of cognitive evaluation.Whether people with different implicit belief of intelligence exert different effects in the stress-coping-response interaction model and then develop different responses to stress remains to be verified.From a theoretical perspective,it is predicted that people with variable beliefs and fixed beliefs have different behaviors and responses when coping with pressure.People with variable beliefs are more inclined to make positive evaluations,which has a positive impact on the relationship between factors in the model.In order to further verify the cognitive evaluation function of implicit belief in intelligence,variable belief was taken as the starting point of the study,the characteristics of the interaction among various factors in the stress model were taken into consideration,and a fixed belief thinking transformation training program was designed according to the cognitive developmental characteristics of adolescents.By changing individuals' belief in intelligence and improving their negative cognition of themselves,students' response to academicpressure can be alleviated and their ability to coexist with stress can be improved.This study consists of two parts.Research one uses questionnaires such as the Intelligence Implicit Personality Scale,the Source of Academic Stress of Middle School Students,the Coping Mechanism of Academic Stress of Middle School Students,and the Stress Response of Middle School Students to analyze the role of different implicit beliefs of intelligence in the stress model.According to the effects of implicit belief in intelligence on stress,the second research adopted the form of group psychological training,and,based on the cognitive interaction model and cognitive behavioral therapy,a variable belief transformation training program was designed to help students with fixed beliefs change their beliefs and relieve their academic pressure.The experimental group and the control group were compared before and after the experimental design to objectively evaluate the effectiveness of the training program.Study 1 shows that in the stress-coping-response interaction model,coping styles play a partial mediating role between the pressure source and the stress response;different intellectual beliefs play a regulating role between coping styles and stress responses.Further data analysis also shows that students with variable intelligence beliefs are more positive in coping styles than students with fixed beliefs,and their final pressure response is also lower than students with fixed beliefs(p <0.05).The results of Study 2 show that variable belief transformation training can effectively improve the positive coping style of junior high school students and reduce their academic stress responses.There was a significant difference in coping style and stress response between the experimental group and the control group.Participants in the experimental group responded more positively,and their academic stress responses were significantly reduced.Being part of individual cognition,the implicit belief of intelligence plays an important regulating role in the stress model.Students with variable beliefs showed a more positive and less stressful response to stress than students with fixed beliefs.After variable belief transformation training,the students with fixed belief changed their implicit cognition of intelligence,improved their positive way of coping with pressure,and reduced the adverse reactions caused by academic pressure.The influence of implicit belief of intelligence on students' academic stress conforms to the cognitive interaction model.The variable belief transformation training alleviated students' academic stress responses.