The Impact Of Learning Stress On Subjective Well-being Of Junior Middle School Students

In recent years,the expectation of school,family and society to junior high school students is getting higher and higher,which leads to the present situation of study pressure,more and more psychological problems and lower well-being.It is an inevitable requirement of social development to attach importance to students’ mental health and improve their sense of happiness.In the existing research and clinical cases,learning stress can reduce the subjective well-being of junior high school students.Reading the literature,we found that learning stress,self-efficacy,social support and subjective well-being are also related.Therefore,from the study of the impact of learning stress on the subjective well-being of junior high school students,this study explores whether self-efficacy plays a mediating role between learning stress and subjective well-being,and whether social support plays a moderating role.In this study,the middle school students in Minquan county were investigated with the questionnaire of learning stress scale,self-efficacy scale,subjective well-being scale and social support scale,using SPSS 21.0 and Process statistical software,the data were analyzed by descriptive statistics,correlation analysis and mediated effect analysis,the relationship among learning stress,subjective well-being,self-efficacy and social support was found.The specific conclusions are as follows:This study explored the overall status and correlation of learning pressure,self-efficacy,social support,and subjective well-being of junior high school students in Sunliu Township No.1 Junior High School in Minquan County,and reached the following conclusions:(1)the learning stress level of junior high school students is in the middle to high level,and there are significant differences in gender and grade.The higher the grade of junior high school students is,the greater the learning stress is,and the learning stress of girls is higher than boys.(2)the self-efficacy level of junior middle school students is in the middle level,and there are significant differences in gender and grade.Seventh grade is bigger than ninth grade,eighth grade is bigger than ninth grade,there is no difference between seventh grade and eighth grade.The level of self-efficacy of boys is higher than that of girls.(3)the scores of social support level of junior middle school students are higher,but there are significant differences only in grades,and there are significant differences in other supports of family social support.Students in the upper grades had lower social support.There was no significant gender difference in social support and no significant difference in the three dimensions.(4)the subjective well-being of junior middle school students is lower than middle school students,and there are significant differences in gender and grade,as well as in the six dimensions of subjective well-being.The level of subjective well-being of boys is higher than that of boys.(5)there were significant correlations among learning stress,self-efficacy,social support and subjective well-being.There was a significant negative correlation between learning stress and subjective well-being,and a significant positive correlation between self-efficacy,social support and subjective well-being.Learning stress,self-efficacy and social support can predict subjective well-being of junior middle school students.(6)self-efficacy is an intermediate variable between junior middle school students and subjective well-being.(7)social support is a moderating variable between learning stress and subjective well-being,learning stress and self-efficacy.Based on the above research results,the following educational implications are proposed:First:take targeted measures to properly deal with the junior high school students learning pressure.Starting from the study pressure and subjective well-being of the junior middle school students,we should arrange the study content reasonably,pay attention to the course pressure of the students,and feed back to the class teachers and teachers in time.Even if the intervention to reduce the junior high school students learning pressure.Second:improve the level of happiness of students,ease their psychological problems.To improve students’ self-efficacy and social support,encourage teachers to accompany students with warm support,give emotional care and encourage students more.Third: It is also necessary to create a good atmosphere for students from the aspects of students themselves and family friends,so as to improve social support scores,adjust their learning stress level,and enhance other aspects of family friends’ support.Let students in a safe and positive environment,more self-confidence to control their learning activities,so as to enhance happiness,enhance learning efficiency.