| Life events are an unavoidable stressor for adolescents,and their impact and research have always attracted widespread attention,junior high school students are at a critical growth point in life,and the occurrence of life events will have an important impact on the physical and mental development of junior high school students.Studies have shown that if major life events are not well handled,in the short term,it will cause junior high school students’ emotional loss of control,low mood,anxiety,depression and other negative emotions,affect academic investment,and in the long term will form a bad psychological defense mechanism,of which rumination thinking is a negative cognitive model that is easily affected by life events.For junior high school students,learning is one of the most important life events,academic input is an important evaluation standard in their learning process,is the key factor for students to achieve academic success experience,their academic investment level will be affected by the interaction of external factors and internal factors,this study selects life events as external factors,discusses their relationship with academic investment,and focuses on the introduction of rumination thinking as an internal factor as a mediating variable,to explore its role mechanism in life events and academic engagement paths.With expressive writing as the core,group intervention activities for rumination thinking of junior high school students were carried out.This study is divided into two parts:In the first part,using random sampling,using the "Adolescent Life Event Scale","Rumination Thinking Scale" and "Academic Engagement Scale" as research tools,325 junior high school students from a middle school in Beijing were selected for questionnaire survey to explore the current status and demographic characteristics of junior high school students’ life events,rumination thinking,academic investment,and explore the mediating role of junior high school students’ rumination thinking in the relationship between life events and academic investment.In the second part,group counseling was designed and implemented to intervene in the rumination thinking of junior high school students with expressive writing as the core,42 middle school students were selected for 6 weeks of intervention,and 21 people in the experimental group and 21 in the control group were selected for comparison,and finally the difference between the before and after tests of each group was compared to test the intervention effect.Through the analysis of the current situation of life events,rumination thinking and academic engagement of junior high school students and intervention studies,this study concludes the following:(1)The impact of life events on junior high school students exists,but the overall impact is small,interpersonal relationships and learning pressure are the two aspects of junior high school students face the most problems,there are significant differences in gender and whether parents are divorced,among which girls score higher than boys,and junior high school students with divorced parents score significantly higher than junior high school students whose parents are not divorced.(2)The rumination thinking of junior high school students was at a medium level,and there were significant differences in whether their parents were divorced,among which the scores of junior high school students with divorced parents were significantly higher than those of junior high school students whose parents were not divorced.(3)The overall level of academic investment of junior high school students is good,and there are significant differences in the focus dimension in the mother’s education,among which the mother has the highest score for undergraduate students.(4)Life events of junior high school students were significantly negatively correlated with academic input,which were significantly positively correlated with rumination thinking,and rumination thinking was significantly negatively correlated with academic investment.(5)Rumination in junior high school students plays a partial mediating role between life events and academic engagement.(6)Expressive writing was used to provide group counseling for the rumination thinking of junior high school students,and the experimental group intervention effect was good,which effectively reduced the level of rumination thinking of junior high school students and improved their academic investment.These results have great theoretical value for exploring the relationship between rumination on life events and academic engagement in junior high school students,and it is of direct practical significance to intervene in rumination thinking to improve academic investment through group activities of expressive writing. |
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