Junior High School Students’ Perception Of The Impact Of Class Atmosphere On Learning Input:the Role Of Psychological Capital And Future Orientation

Questionnaires were used to survey 498 junior high school students in a middle school in Mudanjiang City,Heilongjiang Province,and a middle school in Qingdao City,Shandong Province,and the results were analyzed using SPSS 22.0 to explore the relationship between perceived classroom climate and learning engagement and the mechanisms of the role of psychological capital and future orientation in the relationship between the two,as well as demographic variables,with the following findings:(1)Middle school students’ perceived class climate levels,learning engagement levels,psychological capital levels,and future orientation levels were all at moderate to high levels,with significant differences in some of the demographic variables for each variable.(2)Junior high school students’ perceived class climate has a positive relationship with learning engagement and a significant positive relationship with psychological capital and future orientation;learning engagement has a significant positive relationship with psychological capital and a significant positive relationship with future orientation;psychological capital has a significant positive relationship with future orientation.(3)Psychological capital plays a partially mediating role,future orientation plays a partially moderating role,and perceived classroom climate has a moderating mediating effect on learning engagement.The results of the study reveal the relationship between perceived classroom climate and learning engagement and its mechanism of action,the differences in demographic variables,and provide suggestions for guiding junior high school students to improve the positive impact of the level of perceived classroom climate on junior high school students’ learning engagement and psychological health development.