The Relationship Between Proactive Personality And Learning Engagement In Middle School Students:the Mediating Role Of Academic Resilience And Future Time Insight

In recent years,with the rapid development of economy,people pay more attention to learning investment.Learning involvement is an indispensable part of the learning process.It is also an important link to improve students’ academic performance,personal quality and comprehensive ability.Learning involvement is an important way to stimulate students’ learning enthusiasm,improve their learning autonomy,and cultivate students’ learning interest and learning methods.This study explores the factors that influence middle school students’ engagement to learning from a positive psychology perspective.Based on the theory of resource conservation,this paper analyzes the influence of proactive personality on learning engagement,so as to provide theoretical support for improving the level of junior high school students’ learning engagement.On this basis,multiple individual psychological factors(academic resilience and future time insight)are further introduced into the model,and attempted to construct a parallel mediation model to explore the mechanism of influence between the four variables,and education suggestions are proposed according to the research results.This study mainly used questionnaire method,the subjects were 569 junior high school students,using SPSS25.0 and Process statistical software,to explore the current situation and relationship of active personality,learning engagement,academic resilience and future time insight,and based on the results of the study,we proposed educational recommendations to provide a little help for future education and teaching work,the conclusions are as follows:(1)The proactive personality of middle school students was generally in a better state,and the proactive personality of middle school students produced significant differences in the factors of grade level,whether they had been class officers,father’s highest education,and mother’s highest education.(2)There are significant differences in learning engagement among middle school students at different grade levels.In terms of the grade level currently enrolled,third year middle school students had the highest mean learning engagement scores and first year middle school students had the lowest mean learning engagement scores.(3)Academic resilience was higher among middle school students,with more significant differences centered on,among other things,grade level attended,whether or not they had served as class officers,and the education of the student’s parents.(4)Middle school students’ future time insight differed on whether they had been class officers,father’s highest education,and two demographic variables,as well as by grade level,with third-year middle school students having the highest average future time insight scores and first-year middle school students having the lowest average future time insight scores.(5)Active personality can positively predict learning engagement through academic resilience,while academic resilience plays a parallel mediating role between active personality and learning engagement.Proactive personality can be a direct predictor of learning engagement,or it can act as a parallel mediator between proactive personality and learning engagement through insight into future time.