Study On The Relationship Among Class Environment,Self-esteem And Academic Self-handicapping Of High School Students In The Background Of New College Entrance Examination

This article aims to explore the relationship between the class environment,self-esteem and academic self-impediment of senior high school students under the background of the new college entrance examination.It uses "My Class Questionnaire","Academic Self-Impact Questionnaire",and "Self-Esteem Questionnaire" as measurement tools.The group sampling method selected 680 high school students from the three middle schools in Hunan Province that implemented the shift teaching system as the subjects for the survey.Finally,671 valid questionnaires were recovered,through descriptive statistics,independent sample t-test,one-way analysis of variance,and correlation,correlation analysis matrix and structural equation model analysis,derives the research results as follows:(1)The teacher-student relationship,order discipline,study burden,and classmate relationship of the class environment variables are significantly different in whether the students are in shifting class.The teacher-student relationship(t=3.24,p<0.01),order and discipline(t=4.09,p<0.001)),classmate relationship(t=1.97,p<0.05),the scores of shifting class students are significantly higher than non-shifting class students,in terms of learning burden(t=-2.25,p<0.05),the scores of non-shifting class students are significantly higher than shifting class students;(2)In senior high school shifting class,the study burden differs significantly in gender(t=3.28,p<0.01);The academic self-impediment(t=-3.45,p<0.01)and self-esteem(t=2.77,p<0.01)differs significantly between the only child non-only child;The self-esteem differs significantly(t = 2.12,P < 0.05)between leaders and non-leaders of class.The class environment has significant differences(t=2.85,p<0.01)in family location;The class environment(F=5.96,p<0.01),academic self-impediment(F=5.56,p<0.01),and self-esteem(F=18.49,p<0.001)has significant differences in the family atmosphere;(3)The academic self-impediment of high school students in the shifting class is significantly negatively correlated with self-esteem(r=-0.30,p<0.01),self-acceptance(r=-0.32,p<0.01),and self-ability(r=-0.23,p<0.01);(4)Academic self-impediment and class environment(r=-0.40,p<0.01),teacher-student relationship(r=-0.41,p<0.01),order and discipline(r=-0.36,p<0.01),competition(r=-0.15,p<0.01),classmate relationship(r=-0.48,p<0.01)are all significantly negatively correlated;(5)The class environment of the high school students in the shifting class was significantly positively correlated with self-esteem(r=0.42,p<0.01),self-acceptance(r=0.38,p<0.01),and self-ability(r=0.40,p<0.01);Self-esteem and class environment(r=0.42,p<0.01),teacher-student relationship(r=0.35,p<0.01),order and discipline(r=0.42,p<0.01),competition(r=0.27,p<0.01),Classmate relationships(r=0.41,p<0.01)are all significantly positively correlated;(6)The self-esteem of senior high school students plays a part of the mediating role between the class environment and academic self-impediment.Conclusions:(1)On the whole,the class environment perceived by high school students is relatively harmonious,with good order and discipline,strong competitive atmosphere and moderate learning burden;(2)The perceived class environment,teacher-student relationship,classmate relationship,order and discipline of the students in the walking class are better than those of the students in the non walking class,and the learning burden is lighter than that of the students in the non walking class;(3)There are pairwise significant correlations between class environment,self-esteem and academic self handicapping;(4)Self esteem has a significant mediating effect between class environment and academic self handicapping.