The Relationship Between Perfectionism And Everyday Academic Resilience In Middle School Students:the Mediation And Intervention Of Ruminition

Everyday academic resilience refers to an individual’s ability to cope with daily academic setbacks,which is closely related to the individual student’s level of psychological stress resistance and can further influence the student’s mental health level.Middle school students,as a group of great concern,are themselves in the turmoil of adolescence and under the influence of academic pressure,and in recent years there have been outbreaks of self-inflicted suicides due to academic and other reasons,the reasons for which,in addition to academic performance,students’ academic resilience is also very important and needs to be of great concern to students.This study is divided into two parts:The first research is using the Chinese Frost Multidimensional Perfectionism Scale(CFMPS),the Rumination Response Scale-Chinese Version(RSS-CV),and the Academic Buoyancy Scale(ABS).It’s carried out among 580 students in a junior high school in Hangzhou,Zhejiang Province.To investigate situation about their everyday academic resilience,perfectionism,and ruminition.The data were analyzed to verify the relationship between perfectionism,rumination,and everyday academic resilience among junior high school students,especially the mediating role of ruminition between perfectionism and everyday academic resilience.According to research results,a number of students who scored low on the Everyday academic resilience level and high on rumination.The students will be divided into two groups,with 24 in the experimental and control group.The experimental group was given an expressive writing intervention while the control group was not given any treatment.Conclusions.(1)This study validated the two mediating models proposed by the hypothesis.Ruminition mediates positive perfectionism and everyday academic resilience;Ruminition mediates negative perfectionism and everyday academic resilience.(2)This study developed and practiced an expressive writing intervention program that was effective in intervening with ruminant thinking and thereby enhancing the everyday academic resilience of middle school students,which can be reused and replicated.