The Influence Of Parental Support On The Academic Investment Of Junior High School Students: The Mediation Of Psychological Capital And The Adjustment Of Self-control

For a long time,the academic status of junior high school students has been widely concerned.Due to the long learning time and heavy burden of schoolwork,many students appear poor academic performance,such as inefficiency,physical and mental fatigue,lack of motivation and so on.In the past,researchers focused on academic pressure and academic burnout.With the development of positive psychology,more and more researchers explore students' learning psychology and its influencing factors from a new perspective.Academic engagement refers to three aspects of students' positive investment in school life,including behavioral involvement,emotional input and cognitive engagement.According to previous studies,academic engagement not only reflects students' learning process,but also positively predicts students' academic performance and negatively predicts students' problem behaviors.Therefore,research and discussion on junior high school students' academic engagement and its influencing mechanism play an important role in promoting school education and promoting students' physical and mental development.Based on the theory of ecosystem,the theory of self-system processing,and the context-process-result model,958 middle school students(830 valid data)are used as the research objects.The research tools are the social relations network questionnaire,the positive psychological capital questionnaire,the middle school students' self-control questionnaire and the academic input questionnaire to explore the mediating role of psychological capital in the relationship between parents' support and junior high school students' academic engagement,and whether this process is moderated by self-control.The results of the study show that:1.The academic engagement of junior high school students has significant difference in class cadre,and there is no significant difference in sex and grade.The parents' support has significant differences in grade,and there is no significant difference in sex and class cadres.The psychological capital has significant differences in grade and class cadres,and there is no significant difference in sex.Self control has significant differences in grade,and there is no significant difference in sex and class cadre.2.There was a significant positive correlation between father support,mother support,psychological capital and academic engagement.3.After controlling the gender,grade and class cadre,father support and mother support can predict academic engagement and psychological capital positively.Psychological capital can positively predict academic engagement.4.Psychological capital plays a partial mediating role in the relationship between father support and academic engagement,as well as the relationship between maternal support and academic engagement.5.Father support through psychological capital affecting the residual direct effect of academic engagement and the intermediary half way are moderated by self-control.