The Relationship Between Family Function And Academic Achievement Of Junior Middle School Students:The Chain Mediating Effect Of Academic Emotion Regulation And Daily Academic Resilience

Family function refers to the emotional connections of members in the family system,family rules,family communication,and effectiveness in coping with external events.Good family function leads to better academic performance of individuals.Academic emotion regulation is a process in which students use strategies to regulate their academic emotions,so that they can better serve their own learning and achieve their learning goals.Daily academic resilience is the ability of students to develop well after experiencing setbacks and challenges in their daily learning.This study explores the chain mediating effect of academic emotion regulation and daily academic resilience on the relationship between family function and junior high school students’ academic achievement,and explains the mechanism of family function’s effect on junior high school students’ academic achievement.The results of the study will help to effectively play the function of family education under the double reduction policy,and promote the improvement of junior high school students’ academic achievement and the all-round development of quality.The study selected a junior high school in Jinan,Shandong Province,and the students in the first and second grades were taken as the object.This study conducted a questionnaire survey on Family Adaptability and Cohesion Evaluation Scales,Academic Emotion Regulation Scales,Daily Academic Resilience Scales,and Academic Achievement Scales.The research results use SPSS22.0 to carry out descriptive statistical analysis,independent sample t-test,correlation analysis,etc.,use Mplus7.0 to establish a chain mediation model,explore the relationship between family function and academic achievement of junior high school students,and analyze the chain mediating effect of academic emotion regulation and daily academic resilience between the two.The study came to the following conclusions:(1)Junior high school students have a good family function,and the balance type accounts for the largest proportion;the frequency of use of academic emotion regulation strategies is slightly higher than the median value;the level of daily academic resilience is above average.(2)There are significant gender differences in the ability development of positive academic emotion regulation among junior high school students.There were significant grade-level differences in the expression inhibition of negative academic emotion regulation.Adaptability,positive academic emotion regulation and expression and catharsis,negative academic emotion regulation and ability development,expression and catharsis,and seeking support have significant differences in whether the only child is an only child.(3)The family function of junior high school students was significantly positively correlated with academic emotion regulation,daily academic resilience,and academic achievement;academic emotion regulation was significantly positively correlated with daily academic resilience and academic achievement;daily academic flexibility was significantly positively correlated with academic achievement related.(4)Junior high school students’ family function significantly positively predicts academic achievement;academic emotion regulation and daily academic resilience play a chain-mediated mediating role between family function and academic performance.