Study On The Relationship Between Daily Academic Resilience,Core Self-evaluation With Recessive Truancy Of Junior Middle School Students

Truancy can be divided into dominant truancy and recessive truancy.Dominant truancy refers to the behavior that students do not go to class at the prescribed time and place without asking for leave.The recessive truancy refers to the phenomenon that students are engaged in something unrelated to classroom teaching during the course of class.The author has been engaged in primary and secondary education for a long time,and found that junior high school students generally have recessive truancy.This study used literature analysis,open questionnaires,interviews and other methods to develop a recessive truancy prediction questionnaire for junior high school students.Through factor analysis of the prediction questionnaire,a formal recessive truancy questionnaire for junior high school students was formed.By using the daily academic resilience questionnaire,core self-evaluation questionnaire and the self-designed recessive truancy questionnaire for junior middle school students,this paper tested 400 junior middle school students,investigated the characteristics of recessive truancy for junior middle school students,and explored the relationship between recessive truancy for junior middle school students and daily academic resilience,core self-evaluation.The conclusions of this study are as follows:(1)The recessive truancy questionnaire of junior high school students compiled by this study includes five dimensions:academic cognition,classroom cognition,learning environment,learning habits and self adjustment.The questionnaire has good reliability and validity,which is suitable for the measurement of recessive truancy of junior high school students in China.(2)Recessive truancy is common among junior high school students.Boys show more negative cognition than girls in classroom cognition,junior two and junior three students are more likely to have recessive truancy than junior one students,and the students with better grades have less recessive truancy behavior.(3)Daily academic resilience directly affects the recessive truancy of junior high school students,and indirectly affects the recessive truancy of junior high school students through core self-evaluation.