The attention and importance of all society to students' academic achievement has a long history. With the introduction, landing and implementation of the "double reduction" policy, various forms of after-school purchase services in schools across the country are also being carried out and improved according to local conditions. Therefore, the length of students' learning time in school and in class is increasing. This is especially true for middle school students in boarding schools. As the main and fixed place for students to engage in learning activities, the quality of the psychological environment of the class had increasingly become an important indicator that affects students to overcome daily learning setbacks and improve academic achievement. Different from previous scholars’ research on the mechanism of academic resilience, academic buoyancy, as a relatively new concept, focused on the obstacles and difficulties that occur with high probability in each student 's daily learning activities, and more specifically and clearly explores the daily roots that affect students’ academic achievement. The purpose of this paper was to explore the influence mechanism of individual perceived class psychological environment on academic achievement, and on this basis, to further analyze and explore the mediating role of academic buoyancy between class psychological environment and academic achievement and the moderating effect of school type on it.
Based on the theory of group dynamics, the internal and external dynamic model of motivation elasticity, the integration model of daily academic elasticity and the I-E-O theoretical model, this paper investigated the second grade students of two public middle schools in the same region. In this study, the class psychological environment questionnaire and the academic buoyancy scale(ABS)were used to measure the subjects, and 627 valid data were obtained. The results of this study showed that the scores of each dimension of the class psychological environment are significantly positively correlated with academic buoyancy and academic achievement. There was a significant positive correlation between class psychological environment and academic buoyancy. There was a significant positive correlation between academic buoyancy and academic achievement. There was also a significant positive correlation between class psychological environment and academic achievement. The mediating effect test of academic buoyancy found that academic buoyancy plays a partial mediating role in the relationship between class psychological environment and academic achievement. The results of moderated mediation effect showed that school type moderated the relationship between class psychological environment and academic buoyancy, which was stronger for students in boarding schools.
This study concluded that the better the individual perceived class psychological environment, the higher the academic achievement; the higher the level of academic buoyancy, the better their academic achievement; compared with students in day schools, the academic buoyancy level of students in boarding schools is more affected by the class psychological environment. Therefore, it was suggested that educators, especially teachers in boarding schools, should pay attention to and strengthen the construction of class psychological environment, pay attention to and improve students’ academic buoyancy level, so as to effectively promote their academic achievement level.
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