Research On The Relationship Among Academic Achievement Attribution,Resilience And Psychological Resource Investment For High School Students

For senior high school students,this stage is a period of gradual maturation from youth to maturity.The main task of high school students is to learn,so in the process of learning,High school students need to put in a lot of cognitive processing tasks,have a lot of materials to read and understand,have a lot of exercises to do and use their brains,have a lot of content to recite memory,have a lot of complex content need to think and reason.And good academic achievement attribution and resilience are the embodiment of high school students' healthy psychological level in the heavy academic process.Based on the study of relationships among the attribution of academic achievement,the psychological resources investment and resilience,we propose a suggestion that the starting points of education in high schools should be shifted from academic record to the psychological levels of students.This suggestion is an enrichment to the high schools' educational strategies.In the study,we randomly select a total number of 1,200 students from grade 1,2,3 in some high schools,conduct a questionnaire survey,and collect relevant data about three fields: the attribution of academic achievement,the psychological resources investment and psychological resilience.We use SPSS21.0 to analyze the survey data,and carry out a primary research on the relational schema among the three fields.The results of the study are as follows:(1)High school students generally tend to internal attribution in academic achievement,and there are significant differences in gender,grade and origin of high school students.The mental resource investment of high school students is generally higher than other students.High school students' psychological resource input is very significant difference in grade and student origin,high school students' psychological resilience is in the middle and upper level,and high school students' psychological resilience has significant difference in grade and student origin.(2)The attribution of academic achievement of high school students generally has a significantly negative correlation with the psychological resources investment,which means the attribution of academic achievement can negatively predict the psychological resourcesinvestment.Among them,dimensions of ability and effort have significantly positive correlations with the psychological resources investment,which means they can positively predict the psychological resources investment.(3)There is a significant negative correlation between the total score of academic achievement attribution and the total score of resilience,which means the more senior high school students tend to internal attribution in academic achievement,the higher the total score of resilience;There is a significant positive correlation between the dimensions of academic achievement attribution and resilience,which means resilience can be predicted positively.(4)Resilience of high school students generally has a significantly positive correlation with the psychological resources investment,which means resilience can positively predict the psychological resources investment.Among them,dimensions of problem solving,target control and self-efficacy have significantly positive correlations with the psychological resources investment,which means they can positively predict the psychological resources investment.(5)The five dimensions of problem solving,self-efficacy,goal control,social interaction and optimism in high school students' resilience have some mediating effects between the effort dimension of academic achievement attribution and psychological resource investment,which the same as the mediating effects between the ability dimension of academic achievement attribution and psychological resource investment.Both academic achievement attribution and resilience can predict the mental resource input of high school students in their studies.The attribution of academic achievement can directly affect the mental resource input,or indirectly influence the psychological resource input through the resilience intermediary variable.