Research On The Relationship And Intervention Of Perceived Parental Conflict And Learning Engagement In Junior High School

Learning engagement refers to students’ autonomous participation in various learning activities,maintaining a positive state during the learning process,and actively responding to learning difficulties and challenges.Teenagers entering junior high school,facing heavy academic pressure,need to demonstrate higher learning motivation and commitment in the learning process in order to achieve better academic achievements.Under the impact of the COVID-19 and the economic downturn,it is easy for parents to bring bad emotions from work into family life.Perceived parental conflict refers to verbal or physical aggression caused by disagreement between parents.Junior high school students who are in puberty are more sensitive to parental conflict.The more junior high school students perceived parental conflict,the lower their level of academic engagement.In addition,the individual factors of learning engagement can also have an impact on adolescents’ learning engagement,and the degree of core self-evaluation and the choice of coping styles can affect the level of learning engagement of junior high school students.Therefore,the purpose of this study is to explore the relationship between perceived parental conflict and learning engagement among junior high school students,as well as the mediating role of core self-evaluation and the moderating role of coping styles,and to design and conduct group counseling programs with core self-evaluation and coping styles as intervention points.This study includes two sub studies: Study 1 uses the Perceived Parental Conflict Scale,the Learning Engagement Scale,the Core Self Assessment Scale,and the Simple Coping Style Scale to conduct a questionnaire survey on 670 students in the seventh,eighth,and ninth grades of a middle school in Baisha County.SPSS26.0 and PROCESS macro programs are used for data analysis.Based on Study 1,Study 2selected 16 junior high school students with low scores of learning engagement,core self-evaluation,and positive coping styles as subjects,and divided them into experimental and control groups.The experimental group members participated in eight group counseling activities,while the control group members read books in the library.To test the effectiveness of group coaching through the design and implementation of core self-evaluation and coping style group coaching programs.The results show that:(1)Perceived parental conflict significantly negatively predicts junior high school students’ learning engagement;(2)Core self-evaluation plays a partial mediating role in perceiving parental conflict and learning engagement;(3)Positive coping styles play a moderating role in the second half of the mediation model,while positive coping styles play a moderating role in perceiving parental conflict and learning engagement.(4)Conduct group counseling activities with the theme of core self-evaluation and coping styles to enhance junior high school students’ core self-evaluation,acquire positive coping styles,and improve negative coping styles,thereby improving their level of learning engagement.