Middle school students are highly competitive academically and are at high risk for anxiety and depression if they do not cope well. Academic buoyancy has a positive impact on students' ability to manage and reduce academic stress. Previous research has found that single or few family risks can negatively affect academic stress coping ability. However, family risk factors often occur in concert in real-world settings, so this study examines the relationship between cumulative family risk and academic buoyancy and the internal mechanisms of action.
Study 1 explored the predictive relationship between cumulative family risk and academic buoyancy of secondary school students, the mediating role of self-efficacy between cumulative family risk and academic buoyancy, and the moderating role of peer support in the mediating relationship. A questionnaire was used to collect data from 523 secondary school students in Beijing at two five-month intervals using the Cumulative Family Risk Questionnaire, the academic buoyancy Scale, the Self-Efficacy Scale, and the Peer Support Scale to investigate the mechanisms of self-efficacy and peer support in the relationship between cumulative family risk and academic buoyancy. The results showed that cumulative family risk negatively predicted academic buoyancy; T2 self-efficacy mediated between T1 cumulative family risk and T2 academic buoyancy; T2 peer support moderated the first half of the T1 cumulative family risk→T2 self-efficacy→T2 academic buoyancy pathway; the main effect of peer support was significant, and the moderating effect showed a "drop in the bucket" pattern.
Study 2 examined the effect of a group counseling session with self-efficacy and peer support as intervention targets to enhance academic buoyancy in a high cumulative family risk context. Using a between-subjects design, 75 high cumulative family risk secondary school students were randomly and equally divided into an experimental, health education, and control group. A group counseling intervention program with self-efficacy and peer support as the entry point was designed for seven sessions. The group counseling sessions were administered before, after and one month after the intervention to study the effects of group counseling with self-efficacy and peer support as the intervention targets on self-efficacy, peer support and academic buoyancy in the context of high cumulative family risk, and to demonstrate the feasibility and effectiveness of improving academic buoyancy through self-efficacy improvement. The results showed that the time and group interaction effects of self-efficacy, peer support and academic buoyancy were significant; the simple effects analysis showed that the post-test and follow-up scores of self-efficacy, peer support and academic buoyancy were significantly higher than the pre-test in the experimental group; the results of the relative mediation effect analysis of self-efficacy showed that the relative mediation effect was significant.
Conclusions: cumulative family risk negatively predicts the academic buoyancy of secondary school students. self-efficacy buffers the negative impact of cumulative family risk on academic buoyancy. peer support buffered the negative impact of cumulative family risk on self-efficacy, and this protective effect was more pronounced in the group with low cumulative family risk. group counseling with secondary school students' self-efficacy and peer support as intervention targets had significant effects on academic buoyancy and could improve academic buoyancy by improving self-efficacy. Group counseling has a significant effect on academic buoyancy and can enhance the level of academic buoyancy through the improvement of self-efficacy.
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