The Relationship Between Time Management Tendency And Learning Subjective Well-being Of Junior Middle School Students:the Mediating Role Of Academic Self-efficacy

Learning subjective well-being not only affects students’ academic performance,but also affects students’ cognitive ability and physical and mental health.If students can not always feel happiness from learning,it may lead to cognitive development delay,physical health damage and psychological development is not sound.Junior middle school students are in the stage of rapid physical,cognitive and emotional development.They are sensitive and tend to care too much about the eyes of the people around them.At the same time,they are faced with heavy learning tasks,which leads to low subjective well-being of junior middle school students in learning,and causes problems such as school weariness,dropping out,boredom,depression and anxiety.Therefore,it is necessary to study the overall situation,demographic characteristics and influencing factors of junior middle school students’ learning subjective well-being.This study selected two important acquired trait factors that affect learning subjective well-being,time management disposition and academic self-efficacy,to explore whether time management disposition affects learning subjective well-being through academic self-efficacy.In this study,1184 junior middle school students in Nanning,Guangxi were tested with the adolescent time management disposition scale,the academic self-efficacy scale and the junior middle school students’ learning subjective well-being scale.The research conclusions are as follows:(1)The proportion of middle school students’ learning subjective well-being in Nanning is 98.9%.(2)In terms of gender,junior middle school girls’ learning subjective well-being is higher than that of boys;In terms of grade,the grade one students’ subjective well-being score is the highest,the grade three students’ score is the second,and the grade two students’ score is the lowest;There is no significant difference in the scores of SWB between girls and boys in junior middle school in terms of birthplace and whether they are the only child.(3)Time management disposition,academic self-efficacy and learning subjective well-being are positively correlated(4)Time management disposition and academic self-efficacy can positively predict learning subjective well-being.(5)Academic self-efficacy is a mediator between time management disposition and learning subjective well-being.