The Effect Of Junior High School Students Attributional Style On Academic Stress: The Mediating Role Of Resilience And Intervention

Academic stress has always been a hot topic in the field of education and mental health,and junior high school is an important period to face challenges.Junior high school students will encounter both psychological and physical changes.With the development of the society,there has always been a voice in the society about the excessive academic pressure of junior high school students.There are many related factors that affect the academic pressure of junior high school students.This paper attempts to start from the two influencing factors of attribution style and mental resilience,to study the attribution style,mental resilience and academic pressure of junior high school students,and explore the relationship among the three,so as to help teenagers to study and live more easily.This paper mainly consists of two studies.The first one adopts the "Multidimensional Attribution-Multiple Causal Scale","Adolescent Resilience Scale" and "Middle School Student Academic Stress Questionnaire" to issue questionnaires to 345 students in a middle school in Anshan city,and discusses the relationship between attribution style,mental resilience and academic stress of junior high school students.On the basis of study 1,study 2 randomly selected a total of 62 students from three classes of grade 2 and divided them into experimental group,control group and intermediate group to conduct psychological resilience intervention in the form of group counseling to verify the effectiveness of the group counseling program.The conclusions of the study are as follows:1.Junior high school students tend to adopt internal attribution mode in the face of events,and there are significant differences in the attribution mode in the grade.Specifically,junior one grade one is more inclined to make efforts in this internal attribution mode than junior two grade three grade one,and the three grades are gradually decreasing.2.The overall mental resilience of junior high school students is good,at an upper middle level.In particular,it performs well in the dimension of situational control.3.On the whole,junior middle school students have mild academic pressure problems.There is no significant difference in academic stress level between genders and grades.4.The attributional style,mental resilience and academic stress of junior high school students are significantly correlated.Among them,there is a significant negative correlation between the attributional styles of locus of control(situation,luck)and mental resilience,while there is a significant positive correlation between internal control attribution(ability,effort)and mental resilience.There is a significant positive correlation between external locus of control attribution and academic stress,while there is no significant correlation between internal locus of control attribution and academic stress.5.Psychological resilience plays a partial mediating role between the external attribution style and academic stress of junior high school students,indicating that psychological resilience can significantly predict the attribution style and academic stress level of junior high school students.6.The group counseling program is reasonable and effective.Group psychological counseling aimed at the five dimensions of psychological resilience can significantly improve the psychological resilience of junior high school students,and then reduce the academic pressure level of junior high school students.