Study On The Relationship Between Academic Performance,self-directed Learning Tendency And Positive Psychological Capital Of Rural Junior Middle School Students

For more than 20 years of urbanization in China,the education of rural children has received increasing attention.The junior high school stage is an important watershed in the life of rural children.The academic performance of rural junior high school students is an important indicator of this watershed.If they have a good academic record,they will continue to attend high school and college.Poor academic performance.position.Studies have shown that rural junior high school students are more disgusted with learning and lack motivation to learn.my country's primary and secondary education curriculum reform has turned to the cultivation of students' core literacy.One of the three main themes of students' core literacy is "independent development",which is to cultivate students' ability to learn and live healthy.The quality of autonomous learning is the requirement and embodiment of independent development.Studying the current situation of rural junior middle school students' self-directed learning trends and their impact on academic performance can help students learn and learn and achieve autonomous development.Positive psychological capital theory focuses on the psychological qualities and advantages of individuals,emphasizing the cultivation of personal good psychological qualities to obtain the ability and behavior that affects individuals.Studying the current situation of rural junior high school students' positive psychological capital and its impact on their academic performance not only benefits the development of students' mental health,but also opens up a way for improving academic performance.Therefore,studying the relationship between academic performance and self-directed learning tendency,positive psychological capital and mechanism of action has certain theoretical and practical significance for improving the academic performance of rural junior high school students.The research aims to understand the current situation of rural middle school students' self-directed learning tendency and positive psychological capital through empirical research,investigate the impact of the two on rural junior highschool students' academic performance,and analyze the relationship between self-directed learning tendency,positive psychological capital and academic performance The role of the mechanism to better help teachers and parents to use various skills to cultivate rural middle school students' self-directed learning ability and positive psychological quality,and promote the improvement of academic performance.The study used stratified cluster sampling to select 578 students in three grades of three rural junior high schools in Qingyuan City,Guangdong Province as subjects.The final scores of the final examinations of the three subjects of Chinese,Mathematics and English are converted into standard scores as academic scores,and the "Self-directed Learning Propensity Scale for Middle School Students" revised by Huang Shui et al.Use a questionnaire to conduct surveys and use SPSS 23.0 for data analysis.Research indicates:(1)The academic scores of rural junior high school students in Chinese are just on the qualifying line.Mathematics and English are both on or below the qualifying line.Academic performance differs significantly in gender,grade,accommodation,and cadres.(2)The self-directed learning tendency of rural junior high school students is at a medium level,among which open learning is the highest,lifelong learning,active learning and favorite learning are higher,effective learning and negative learning are the lowest,and negative learning has a negative predictive effect on academic performance.The dimensions all have a positive and significant predictive effect on academic performance.(3)The positive psychological capital of rural junior high school students is at the upper middle level.Only the hope dimension predicts academic performance to a certain extent.The three dimensions of optimism,resilience,and self-efficacy have no significant effect on academic performance regression.(4)The self-directed learning tendency and all dimensions have positive and low-level correlations with positive psychological capital and all dimensions.(5)When positive psychological capital and self-directed learning tend to work together on academic performance,positive psychological capital does not produce a direct effect,but self-directed learning tends to affect academic performance,that is,positive psychological capital has an indirect effect on academic performance.Conclusion:(1)The current situation of rural junior high school students' academic performance,especially mathematics,is unsatisfactory and needs urgent attention.(2)The quality of good self-directed learning tendencies has a positive impact on academic performance,mainly through the improvement of open learning and love of learning,while the enhancement of negative learning will inhibit the improvement of academic performance.(3)Although positive psychological capital does not directly increase academic performance,it can affect academic performance by affecting the quality of students' self-directed learning tendencies.