The Relationship Between Academic Resilience And Academic Achievement Of Junior High School Students: The Role Of Study Engagement And Implicit Theories Of Intelligence

Junior high school students are at an important stage in the development of abstract thinking.Their academic tasks and academic difficulties have increased significantly.Therefore,the psychological problems of junior high school students in the learning process should be particularly concerned.Academic resilience and study engagement are two factors that cannot be ignored.They have a significant impact on students' academic achievement.And students of different implicit theories of intelligence behave differently when facing similar life and academic situations.In order to clarify the mechanism of academic resilience on academic achievement,this study assumes a test of moderated mediating model to examine the mediating role of study engagement in the relationship between the two and the mediating role of implicit theories of intelligence.In this study,a questionnaire survey was used to conduct on academic resilience,study engagement,implicit theories of intelligence,and academic achievement among 615 junior high school students.The results show that:(1)Academic resilience(except for teacher support),study engagement,and academic achievement in all dimensions,girls score higher than boys,and the difference is significant;(2)Academic resilience(except for parents support and academic persistence)and study engagement in all dimensions,the second grade students scored the highest,and the difference was significant;(3)academic resilience,study engagement and academic achievement in all dimension and total level,both were significantly positively related,implicit theories of intelligence is significantly negatively correlated with the above three;(4)academic resilience can significantly predict academic achievement;(5)study engagement can act as a part of mediating in the relationship between academic resilience and academic achievement function;(6)The mediating role of study engagement in the relationship between academic resilience and academic achievement will be regulated by the implicit theories of intelligence.Therefore,the research results of this article can not only explore the relationship between academic resilience and academic achievement,but also have practical significance for guiding junior high school students to achieve better academic achievement.