Study On The Relationship And Intervention Of Academic Behaviors Of Junior High School Students With Self-handicapping And Defensive Pessimism

Learning-behavior is a kind of active adaptive behavior in a specific situation,which includes learning initiative,learning attitude,attention and persistence,learning strategy/flexibility.Academic behavior is closely related to academic achievement.Academic behavior can be improved through education.Self-handicapping and defensive pessimism as value protection strategies affect academic behavior and achievement.In teaching practice,the author finds that some students have poor learning initiative and unsatisfactory academic performance,but they always find various excuses to avoid studying hard,such as not reviewing before the examination,staying up late,playing and holding a pessimistic attitude towards their studies,setting goals below their actual level.In view of this,this study attempts to investigate the current situation of junior high school students' academic behavior,explore the relationship between academic behavior and self-handicapping,defensive pessimism,and provide reference for improving self-handicapping,improving academic behavior level and enriching junior high school students' mental health education practice.This study is divided into two parts.In study 1,176 junior high school students from Innwa School in Mandalay,Myanmar and 431 students from a middle school in Hanzhong,Shaanxi Province were selected to investigate the status quo of junior high school students' academic behavior,self-handicapping and defensive pessimism,and to explore the relationship between them;in study 2,the relationship between junior high school students' academic behavior and defensive pessimism was explored.Twenty-four students with normal and high self-handicapping levels were randomly assigned to experimental group and control group,with 12 students in each group.Through eight group psychological interventions,we can change the level of self-handicapping and enhance academic behavior.The results are as follows:1.The level of academic behavior of domestic junior high school students is significantly higher than that of Burmese Chinese school students,urban students are significantly higher than rural students,junior high school students are significantly higher than junior high school students,only child is significantly higher than non-only child,there is no significant difference between boys and girls;2.The level of self-handicapping among junior high school students in China is significantly lower than that of junior high school students in Myanmar.There is no significant difference between boys and girls,between urban and rural areas.The level of self-handicapping among junior high school students is significantly lower than that of junior high school students,and there is no significant difference between junior high school students and junior high school students.3.The level of defensive pessimism and defensive expectation of junior middle school students in China is lower than that of junior middle school students in Myanmar.The level of reflective thinking of junior middle school students in China is significantly higher than that of junior middle school students in Myanmar.There is no significant difference in defensive pessimism and its two dimensions between boys and girls,between urban and rural areas,between the only child and non-only child.There were significant differences in defensive expectation between junior one and junior two,but there was no significant difference between junior one and junior two.4.Junior high school students'academic behavior is negatively correlated with self-handicapping and defensive pessimism.Self-handicapping and defensive pessimism are positively correlated with defensive pessimism.Self-handicapping and defensive pessimism have significant predictive effects on academic behavior.Self-handicapping partially mediates between academic behavior and defensive pessimism.5.Intervention on Self-handicapping of junior high school students can indirectly improve the level of academic behavior.Conclusion:1.The level of academic behavior of junior high school students is good as a whole,at a medium level,and there are different performances in regions,grades and whether they are only children.The level of self-handicapping and defensive pessimism of junior high school students is low as a whole,which are in the middle and lower levels,and affected by regions and grades.2.Academic behavior is closely related to defensive pessimism and self-handicapping.Individuals with low defensive pessimism have higher academic behavior.Self-handicapping can explain the effect of defensive pessimism on academic behavior.3.Intervention of self-handicapping can improve the level of academic behavior.It suggests that the current mental health education of junior high school students should pay attention to self-handicapping junior high school students and cultivate their active learning strategies.