The Relationship Between Academic Pressure And Learning Engagement In Junior High School Students

Learning engagement is the quality of positive behavior,cognition and emotion input when students start and implement learning activities.The research found that learning engagement can have a positive impact on students’ academic achievement.The higher the level of learning engagement,the better the academic performance.However,junior high school students not only have to experience the physical and psychological changes of adolescence,but also face many academic tasks.In junior high school,with the increase of subjects and difficulty,the academic pressure has the characteristics of comprehensiveness and dispersion,which has already penetrated into every aspect of junior high school students’ learning activities.At the same time,the academic pressure has also seriously affected students’ learning engagement.Based on the academic pressure of junior high school students,combined with the regulatory role of daily academic resilience,this study tries to explore the influencing factors of learning engagement and the specific path of its role,in order to put forward corresponding education suggestions for improving the learning engagement of junior high school students.In this study,624 junior middle school students were investigated by using “the middle school students’ academic pressure questionnaire”,“the daily academic resilience scale” and “the learning engagement scale”.The regulation of the daily academic resilience between the academic stress and the learning engagement of junior middle school students was mainly discussed,and the following conclusions were drawn:(1)Junior high school students’ academic pressure and all its dimensions are at a high pressure level.(2)There is no significant difference in the total mean score of academic pressure and its four dimensions in the demographic variables such as gender,whether the only child or not and the source of students.The total average score of academic pressure and the dimensions of achievement goal pressure,frustration pressure and competition pressure have significant differences in grade,while the external environment pressure has no significant difference in grade.There are significant differences between the total average score of academic pressure and the dimension offrustration pressure and the education level of father,but there are no significant differences between the goal pressure of achievement,the external environment pressure and competition pressure and the education level of father.There is no significant difference between the total average score of academic pressure and its external environmental pressure,frustration pressure and competition pressure,but there is significant difference between the total average score of academic pressure and the educational level of mothers and the achievement goal pressure.(3)Junior high school students’ learning engagement and its dimensions are at a low level.(4)There are no significant differences in the demographic variables of learning engagement and its three dimensions,such as gender,whether the only child or not,and the place of origin.There are significant differences in learning engagement,behavioral engagement,emotional engagement and cognitive engagement in grade.There are significant differences in learning engagement,behavioral engagement,cognitive engagement and father’s education level,but no significant differences in emotional engagement and father’s education level.There are significant differences between learning engagement,cognitive engagement and mother’s education level,while there are no significant differences between behavioral engagement,emotional engagement and mother’s education level.(5)Academic pressure significantly negatively predicted learning engagement.(6)Daily academic resilience plays a regulatory role between the external environmental pressure dimension of academic stress and emotional engagement.Daily academic resilience plays a regulatory role in the frustration pressure,competition pressure dimension and cognitive engagement of academic pressure.According to the conclusion of this study,the following suggestions are put forward to improve the learning engagement of junior high school students:(1)Through reducing the academic pressure of junior high school students to improve the level of learning engagement;(2)Through improving the daily academic resilience of junior high school students to promote the level of academic engagement.