| During the rapid development of higher education in China,university students with academic difficulties are also gradually increasing.Students with academic difficulties may suffer from completing their studies successfully in different ways,such as graduation deferment,suspension,or dropping out.At the same time,they are also commonly accompanied by prominent psychological problems such as depression,anxiety,and are prone to fall into the "double interaction dilemma" of "academic difficulties" and "psychological difficulties".Students’ academic and psychological difficulties are severe challenges for their personal development,family relationships,and the quality of higher education.In this study,a cross-section investigation about the performance of university students’ learning engagement and psychological status was conducted to analyze the differentiated characteristics of students with academic difficulties.Based on the ecological systems theory,structural equation model was used to explore the influence of parental psychological control,defeat and coping efficacy on students’ learning engagement and psychological problems,so as to provide countermeasures and suggestions for preventing and guiding the transformation of academic difficulties and psychological difficulties.A stratified random sampling survey was conducted among 2387 freshmen,sophomores and juniors from three high-level universities in Nanjing using Utrecht Work Engagement Scale-Student(UWES-S),Patient Health Questionnaire-9(PHQ-9),Generalized Anxiety Disorder-7(GAD-7),Parental Psychological Control Scale,Defeat Scale(PPCS)and Coping Efficacy Questionnaire(CEQ).2034 valid questionnaires were collected.SPSS v26.0 and Mplus v8.0 were used to analyze the data.The differentiated characteristics of students with academic difficulties were obvious,defeat and coping efficacy not only played the separate mediating roles but also played the chain mediating roles in the influence of parental psychological control on learning engagement and psychological problems.Detailed research results are as follows:1)Compared with students without academic difficulties,the learning engagement level of students with academic difficulties were obviously lower,and psychological problems such as depression and anxiety were more serious.Students with academic difficulties were generally in the "double dilemma" of "academic difficulties" and "psychological difficulties".2)There were significant differences in parental psychological control,defeat,coping efficacy,learning engagement,depression and anxiety levels among non-academic difficulties students,potential academic difficulties students and severe academic difficulties students.With the deepening of students’ academic difficulties,their parents’ psychological control,defeat,depression,and anxiety levels showed the same increasing trend,while coping efficacy and learning engagement showed an opposite decreasing trend.3)Whether students with academic difficulty or not,parental psychological control was significantly negatively correlated with learning engagement and coping efficacy,significantly positively correlated with depression,anxiety,and defeat.Defeat was significantly negatively correlated with learning engagement and coping efficacy,significantly positively correlated with depression and anxiety.Coping efficacy was significantly positively correlated with learning engagement,and significantly negatively correlated with depression and anxiety.4)For students with academic difficulties,parental psychological control only indirectly affected their learning engagement through the mediating roles of defeat and coping efficacy,as well as the chain mediating effect.5)For students with academic difficulties,parental psychological control not only directly affected their psychological problems,but also indirectly affected it through the mediating roles of defeat and coping efficacy,as well as the chain mediating effect.6)For students with academic difficulties,parental psychological control,defeat and coping efficacy were the influencing factors of their learning engagement and psychological problems.Coping efficacy played a stronger mediating role in the influence of parental psychological control on learning engagement,while defeat played a stronger mediating role in the influence of parental psychological control on psychological problems. |
