The Mediating Effect Analysis Of The State Hope And High School Students’ Academic Achievements

High school is a critical stage of adolescents’ academic development and individual mental development.Being in the special period of facing the college entrance examination,the heavy academic pressure and the awakening of self-awareness have brought serious challenges to the growth of high school students.Therefore,maintaining hope is important for high school students.How to improve high school students’ hope levels and ability to cope with academic adversity have become urgent issues in the fields of education and psychology.Can state hope influence academic achievement? Based on this question,this study aims to explore the internal and external strengths of high school students in coping with academic adversity,clarify the influence mechanism between each strength,and help high school students achieve the desired academic achievement.The purpose of this study was to examine the pathway of state hope on the academic achievement of high school students.After reviewing the literature,this study uses Conservation Of Resource theory,Hope theory,Empirical learning theory,and Strength Perspective as the basic theories for this study.And then the inner mechanism of the role of state hope and academic achievement of high school students was explored through a combination of qualitative and quantitative research,and the final conclusions were obtained as follows.In Study 1,the Academic Resilience Scale for High School Students was obtained through semi-structured qualitative interviews and quantitative administration to 12 high school students.The scale consists of 12 items,including three dimensions of teacher support seeking,psychological coping,and academic persistence.The scale was tested to have good reliability and validity and can be used as a valid instrument to measure academic resilience of high school students.In Study 2,576 high school students were empirically surveyed by the ARQ,SHS,LFFQ and AAQ,and the final findings were as follows.1.the results of correlation analysis showed that academic achievement of high school students was significantly and positively correlated with state hope(r=0.699,p<0.001),failure learning(r=0.694,p<0.001)and academic resilience(r=0.615,p<0.001).2.The results of the regression analysis showed that the sub-dimensions of state hope,academic resilience,and failure learning all significantly and positively predicted high school students’ academic achievement,with motivational thinking having the strongest predictive power among state hope(β=0.528,t=12.26***);academic persistence having the strongest predictive power among academic resilience(β=0.693,t=20.79***);and reflective analysis having the strongest predictive power among failure learning(β=0.627,t=22.69***).3.The results of the mediating effect analysis showed that both academic resilience and failure learning partially mediated the relationship between high school students’ state hopes and academic achievement.The relative mediating effect of academic resilience was 22.75% and the relative mediating effect of failure learning was 24.56%.4.The results of the test of variance showed that there were significant differences in failure learning in terms of gender;there were significant differences in state hope,failure learning,and academic achievement in terms of class positions;and there were significant differences in state hope,failure learning,academic resilience,and academic achievement in terms of birth location,family type,family parenting style,and family financial situation.This study contributes to enhancing academic achievement of high school students in the following ways.This study finds the key elements that enhance high school students’ academic achievement and empirically enriches the mechanisms underlying the role of state hope on academic achievement.As a prime mover,state hope contributes to the positive development of academic achievement through two mediating paths:academic resilience and failure learning.Moreover,this study specifically proposes some specific strategies to schools,families and individuals in terms of practice,and works together for improving high school students’ academic achievement.