A Study On The Relationship Between PTSD Of Primary And Middle School Students And Their Sense Of Academic Control And Academic Emotions After Floods

Post traumatic stress disorder(PTSD)is one of the most typical and common negative psychological problems and it is a common psychological problems after the disaster.In recent years,natural disasters have occurred frequently in China,such as the huge floods in the Yangtze River in 1998,the floods in the Huaihe River in 2003,and the magnitude 8.0 earthquake in Wenchuan in 2008.According to statistics,on average,there will be a drought and flood disaster with a mortality rate of more than 10,000 people every 15 years or so.Researches on economic and social support on post-disaster reconstruction has been done relatively mature,but post-disaster psychological research is relatively limited.There is almost no research on post-disaster student learning status,especially on research focuses on post-disaster PTSD and emotional regulation strategies.Based on the existing research at home and abroad,this study further enriches the control value theory of academic control in China and abroad by studying the relationship between PTSD,academic control and academic emotion of students after the flood disaster in Guangling Middle School in Shouguang City in 2018.To a certain extent,it helps us to reasonably respond to the changes in academic emotions of post-disaster students,and provides realistic support for educators and relevant departments to understand and recover the post-disaster students' learning conditions.This research mainly uses the method of questionnaire survey,combined with the tracking method,through comparative analysis and inquiry,to analyze and discuss the impact of post-disaster students 'PTSD and post-disaster psychological conditions on students' academic performance.Three questionnaire surveys were conducted in the study,the first was one week after the disaster,the second was three months after the disaster,and the third was one year after the disaster.Study 1 focuses on the comparative analysis of the PTSD status of students one week after the disaster and one year after the disaster,and the relationship between PTSD one week after the disaster and the sense of academic control and academic sentiment after the disaster;Study 2 focuses on the longitudinal analysis of the relationship between academic emotion and academic control in the three months after the disaster and the year after the disaster.The conclusions of this study are as follows:1.There is a significant difference between the PTSD one week and one year after the disaster and inits three dimensions,the mean and detection rate of PTSD one year later are higher than the mean and detection rate of PTSD one year ago.2.There is a significant difference in gender between post-disaster PTSD and academic control,and the gender difference in academic emotions is not obvious.Specifically,the detection rate of girls 'PTSD is higher than that of boys,and girls' sense of academic control is lower than that of boys.3.The students' sense of mathematics academic control and mathematics joyful academic emotions showed a significant positive correlation.The sense of mathematics academic control and mathematics anxiety academically showed a significant negative correlation.It is significantly negatively correlated with English anxiety academic emotions.Cross-lag regression found that the sense of control in the three months after the disaster can significantly predict the academic mood after nine months,and the academic mood in the three months after the disaster can significantly predict the academic sense of control after nine months.4.PTSD,academic control,and academic emotion are related to each other,and academic control has a complete mediating role between PTSD and academic emotion.The sense of mathematics academic control has an intermediary role between PTSD and mathematics academic emotions,and the sense of English academic control has an intermediary role between PTSD and English academic emotions.