Study On The Relationship Among Negative Life Events,Self-Regulation Fatigue,Academic Self-Efficacy And Academic Achievement Of High School Students

Negative life events refer to the life events that have adverse effects on the physical and mental development of individuals,including interpersonal relationship factors,learning pressure factors,punishment factors,relatives and property loss factors,health and adaptation problems factors and other factors.Self-regulation fatigue refers to the persistent fatigue caused by long-term consumption of self-control resources,including cognitive,emotional and behavioral dimensions.Academic self-efficacy refers to individuals’ confidence in their ability to complete learning tasks,including learning ability efficacy and learning behavior efficacy.This study regards academic achievement as students’ perception of their academic performance after a period of study.This academic performance not only includes academic performance,but also includes students’ judgment of their own academic performance based on their own perception and comprehensive factors.Objective: High school students have experienced a variety of negative life events in their heavy study life,and such events have challenged them physically and mentally to some extent.The level of self-regulation fatigue and academic self-efficacy will greatly affect their coping state to negative life events,and then have a certain effect on their physical and mental health level and academic achievement.Therefore,based on the theory of energy resource model,this study aims to explore the internal relationship between negative life events,self-regulation fatigue,academic self-efficacy and academic achievement.Research methods: Questionnaire survey was adopted in this study.719 high school students were selected as subjects,and electronic questionnaires were issued in class to explore the mediating role of self-regulation fatigue and academic self-efficacy in the influence of negative life events on academic achievement of high school students.The results showed that:(1)there were significant gender differences in negative life events and self-regulation fatigue.Male students were significantly less affected by negative life events and self-regulation fatigue than female students,but their academic self-efficacy was significantly higher than that of female students.(2)Negative life events have a significant direct effect on high school students’ academic achievement,and can negatively predict high school students’ academic achievement.(3)Self-regulated fatigue and academic self-efficacy play a mediating role between negative life events and academic achievement of high school students.Self-regulated fatigue affects academic achievement of high school students through affecting academic self-efficacy.It can be seen that the current high school students’ negative life events affect and restrict their academic achievement.The higher the degree of high school students affected by negative life events,the more obvious the self-regulation fatigue,the lower the reported sense of academic self-efficacy,and finally reflected in the low academic achievement.As an important social support system for high school students,family and school should strengthen communication,pay attention to the daily life of high school students,improve their adjustment ability in the face of negative life events,guide them to learn to allocate limited cognitive resources to study reasonably,build high academic confidence,enhance academic self-efficacy,so as to improve their mental health level and academic achievement.We will encourage high school students to develop their bodies and minds in an all-round way and cope with various challenges in the new era.