The Influence Of Junior High School Students' Perceived Social Support On School Engagement

Education is the foundation of a country.How to improve the level of education is also a hot issue concerned by all scholars.There are various ways to improve the level of education,for example,to improve teachers' strength and education popularization,but the most fundamental way is to improve the degree of students' school engagement,so that students are more focused and active in learning.Therefore,research on school engagement has gradually become the focus of psychology.In the course of individual life,junior high school is a very important stage,during which the body and mind of teenagers develop rapidly,and the development of their academic ability also turns at this stage.Because junior high school students are generally in adolescence,the influence of the surrounding environment will influence their personality,self-awareness,social development changes,thus indirectly affect their level of school engagement.Therefore,at this stage,parents and teachers should pay close attention to students' psychological development and take certain measures to improve students' school engagement.In recent years,researchers have found that one of the important factors affecting the level of junior high school students' school engagement is the perceived social support,but its mechanism needs to be further studied.The current study takes junior middle school students' school engagement as the research content,takes perceived social support as the antecedent variable,academic self-efficacy as the mediator variable,and proactive personality as the moderator variable,and explored the influence and mechanism of perceived social support on junior middle school students' school engagement.The results showed that:(1)Perceived social support and its each dimension significantly positively correlated with the total score and each dimension of junior high school students' school engagement.(2)Academic self-efficacy and its each dimension had significant positive effect on the total score and each dimension of junior high school students' school engagement.(3)Academic self-efficacy mediated the relationship between perceived social support and junior high school students' school engagement.(4)Proactive personality had a significant moderating effect on the relationship between perceived social support and junior high school students' school engagement.Specifically,when the level of proactive personality was high,perceived social support positively predicted school engagement,while when the level o f proactive personality was low,perceived social support did not affect school engagement.(5)There mediating effect of academic self-efficacy was further moderated by proactive personality,that is,when the level of individual's proactive personality was high,perceived social support affected the level of individual's school engagement by influencing academic self-efficacy;when the level of individual's proactive personality was low,the mediating effect did not exist.