The relationship between belief in a iust world and rural secondary school students' learning engagement and academic achievement: the role of resilience
In recent years, the rate of rural students going on to higher education has been decreasing year by year, and the dropout rate is gradually increasing, making the current situation of rural education worrying. Previous research has shown that belief in a just world (BJW) has a positive impact on rural junior high school students, contributing to the maintenance of their psychological well-being, improvement in learning behaviour and adherence to long-term goals, leading to higher academic achievement. The purpose of this paper is to examine the relationship between BJW and rural junior high school students' academic achievement and learning engagement and the related mechanisms.
Objectives: Study 1:1 .To explore the relationship between BJW and rural middle school students' academic achievement; 2. Testing the mediating role of learning engagement in the relationship between BJW and academic achievement; 3. To explore the moderating role of resilience in the relationship between BJW and academic achievement; Study 2: 1 .To explore the effect of BJW initiation on learning engagement; 2. To examine the moderating role of resilience on BJW initiation.
Methods: Study 1:Using the questionnaire method, 460 junior high school students in a village middle school in Tianjin were administered the BJW Questionnaire at the beginning of the semester (T1), two scales of resilience and academic engagement were administered one month later (T2), and data on students' academic achievement was collected two months later, at the end of the semester (T3), to explore the role of resilience and learning engagement in the relationship between BJW and academic achievement. Study 2: A one-way between-subjects design experiment was used to explore the effect of BJW initiation on learning engagement plans and the moderating effect of resilience. The independent variable was BJW, and according to the semantic material on the fairness of the policy and whether there was a reward for giving, the students were divided into three groups: a just group, an unjust group and a control group; the dependent variable was the level of planned study engagement, which was measured by the amount of time students planned to spend on study-related activities each day during the coming holidays; and the moderating variable was resilience.
Results: Study 1:BJW positively predicted academic achievement; BJW influenced academic achievement through the mediating role of learning engagement; and resilience moderated the first half of the pathway in the relationship between BJW and academic achievement. Study 2: When middle school students' BJW was activated, the results revealed that the just group had longer learning engagement compared to the control and unjust groups, and that resilience had a non-significant moderating role in the process of BJW influencing learning engagement.
Conclusions: 1.BJW is positively associated with academic achievement among rural junior high school students. 2.BJW influences academic achievement by mediating learning engagement. 3.BJW influences learning engagement through the moderating effect of resilience, but their moderating mechanisms need to be further tested. 4. When BJW is activated, BJW positively predicts learning engagement.
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