The Impact Of High School Students’ Interpersonal Relationships On Academic Engagement: A Mediating Role Of Academic Emotions And An Intervention Study

Currently,high school students not only face the pressure of the college entrance exams and interpersonal relationship troubles,but also the synthesis and expansion of overall knowledge in high school,which makes them prone to negative academic emotions such as boredom and anxiety in the learning process.It is not conducive to their own learning efficiency and academic engagement.To realize their personal potential and self-worth,high school students need to have good interpersonal relationships,positive academic emotions and a high level of engagement in their studies,and to respond to the changes in their lives and environments with a positive attitude.This study consists of two parts,Study 1 and Study 2.Study 1 used the Interpersonal Relationship Diagnostic Scale,the Adolescent Academic Emotion Scale and the Learning Engagement Scale to measure 1272 high school students,to explore the current interpersonal relationship,academic emotion and learning engagement of high school students and the relationship between them,and to construct a mediation model.academic emotions and enhance the positive academic emotions of high school students to enrich the school intervention study.The results of the study were.(1)High school students’ interpersonal relationships,academic emotional state,and academic engagement were at moderate level,moderately low level,and moderately high levels,respectively.(2)The overall level of interpersonal relationships among high school students differed significantly by gender,whether they were only children,and grade;positive high arousal differed significantly by gender,place of origin,and whether they were student leaders;negative academic affect differed significantly by gender,whether they were only children,place of origin,and grade;and the overall level of academic engagement differed significantly by gender,whether they were student leaders,and grade.(3)Both positive and negative academic emotions partially mediated the relationship between interpersonal relationships and academic engagement.Positive academic emotion was significantly negatively related to interpersonal relationship and positively related to academic engagement;negative academic emotion was significantly positively related to interpersonal relationship and negatively related to academic engagement;interpersonal relationship was significantly negatively related to academic engagement,and the regression analysis found that interpersonal relationship could negatively predict academic engagement.(4)Group counseling significantly improved the positive academic emotions of high school students,but had an average effect on the improvement of academic engagement.The post-test score of the experimental group was significantly higher than the pre-test,and the post-test score of the experimental group was higher than the control group;the post-test score of the experimental group was significantly higher than the pre-test,and the post-test score of the experimental group was significantly higher than the control group.