The Relationship Between Refusal Sensitivity And Adolescent Academic Help-seeking: The Chain Mediation And Intervention Of Self-esteem And Social Anxiety

In recent years,academic help-seeking has gradually become a hot topic in education reform research.As an independent learning strategy for learners,academic help-seeking can help students solve the problems they encounter in their studies.Students at secondary school level are not at a perfect cognitive level and have uneven development of abilities,so they often need to ask for help when they encounter difficulties in learning,so as to improve their ability to construct knowledge independently and their awareness of the flexible use of strategies.Much of the research on factors influencing academic help-seeking behaviour has been conducted in terms of social goals,classroom environment,subject type,task difficulty,motivation,academic performance,teacher-student relationships and peer comparison.Research on the impact of personality traits on academic help-seeking has focused on self-esteem,self-efficacy,self-concept and shyness in primary and secondary school students."Rejection sensitivity" has been less studied as a personality trait with a tendency to cognitive-emotional psychological processing.The purpose of this study is to build on previous research to explore how rejection sensitivity affects academic help-seeking behaviour in learning,to further validate the mechanistic role of self-esteem and social anxiety,and to help us support individuals with rejection sensitivity in their difficulties in learning to seek help in school.It will help to promote and assist secondary school students to better adapt to school life,reduce students’ academic non-adaptation,and also provide educators with relevant theoretical support and attempt to reduce the level of rejection sensitivity and thus improve students’ self-esteem,social anxiety and poor academic help-seeking behaviour through group-assisted interventions.This study was divided into two sub-studies: Study 1,which used a questionnaire to investigate the mechanisms of rejection sensitivity on academic help-seeking among600 secondary school students.In Study 2,a group counselling practice was used to explore the effectiveness of a group intervention oriented towards regulating secondary school students’ self-esteem and social anxiety levels in improving secondary school students’ rejection sensitivity and the use of academic help-seeking behaviour.The results were as follows:1.there were significant differences in rejection sensitivity,self-esteem,social anxiety and academic help-seeking among middle school students on a number of demographic variables(gender,grade level).2.Middle school students’ rejection sensitivity was significantly negatively related to self-esteem,significantly positively related to social anxiety,and significantly positively related to executive help-seeking,with self-esteem acting as a full mediator between rejection sensitivity and executive help-seeking behaviours.3.Secondary school students’ rejection sensitivity was significantly negatively related to self-esteem,significantly positively related to social anxiety,and significantly negatively related to instrumental teacher help-seeking,with self-esteem and social anxiety acting as a chain mediator between rejection sensitivity and instrumental teacher help-seeking behaviour.4.Group counselling oriented towards reducing secondary school students’ social anxiety levels and raising self-esteem levels was effective in reducing secondary school students’ rejection sensitivity and social anxiety levels,thereby improving self-esteem and use of academic help-seeking behaviours.