The Relationship Between Middle School Students’ Perception Of School Climate And Everyday Academic Resilience During The COVID-19: The Mediating Role Of Academic Emotion

As students enter the middle school stage,they spend less and less time with their parents and more and more time with school teachers and classmates,which objectively shows the importance of school environment for the development of teenagers.Moreover,compared with the objective school environment,the school climate perceived by students may belong to the school psychological environment that affects students’ academic development more closely.The Integrated Model of Everyday Academic Resilience is a model proposed by Yu Guoliang and Zhao Fengqing in recent years about the development of students’ everyday academic resilience.This model explains how external environmental factors can affect the process of everyday academic resilience of individuals by influencing their learning motivation system,emotion and personality characteristics.Existing studies are unclear about the effect of perceived school climate as a comprehensive and complex multi-dimensional environmental variable on the everyday academic resilience,nor is it clear how perceived school climate affects the everyday academic resilience,that is,the explanatory mechanism between perceived school climate and the everyday academic resilience has not been explored.Perceived school climate affects students’ academic emotion and has a subtle impact on the development of everyday academic resilience of middle school students.Thus,it is essential to explore the relationship between perceived school climate and everyday academic resilience and the explanation mechanism.Therefore,based on the Integrated Model of Everyday Academic Resilience,this study uses the Delaware School Climate Scale-Student Volume,Adolescent Academic Emotion Scale,and Everyday Academic Resilience Scale to explore the relationship between students’ perception of school climate,academic emotion,and everyday academic resilience.1351 middle school students from a junior middle school and a senior middle school in Jinan were investigated twice.Common method bias test,descriptive statistics and correlation analysis were conducted on the data using statistical software,and structural equations were established to test the intermediary model.It was found that:(1)Perceived school climate will positively affect the everyday academic resilience of middle school students.(2)Perceived school climate will positively affect students’ everyday academic resilience by influencing their academic emotion.Specifically,T1’s perceived school climate will promote the development of students’ everyday academic resilience by improving students’ positive academic emotion,reducing students’ negative academic emotion,and academic emotion plays a complete mediation role between perceived school climate and everyday academic resilience;T2’s perceived school climate will improve students’ everyday academic resilience by improving students’ positive emotion,reducing students’ negative-low arousal of academic emotion,and academic emotion plays a partial mediation role between perceived school climate and everyday academic resilience.The research results further reveal the relationship between perceived school climate and everyday academic resilience,as well as its explanation mechanism,which provides suggestions and empirical reference for the positive development of students’ everyday academic resilience,and enriches the localization research of the Integrated Model of Everyday Academic Resilience.