| Every senior high school student will face academic setbacks in their daily study life.These small daily stressors,which are often ignored,may actually have a stronger predictive effect on individual psychological problems than major life events.How to improve the everyday academic resilience of senior high school students to ensure academic adaptation and mental health development is urgent.Everyday academic resilience refers to students’ ability to actively adapt to and cope with daily academic pressure,challenges or setbacks in the learning process.Individual development is the result of the interaction between environment and individual system.Positive environmental factors,such as family and school,are crucial to the development of daily academic flexibility,and family is the main place for individual living and learning Among them,positive parenting style is a protective factor of the everyday academic resilience of high school students.The behavioral strategies of emotion regulation that individuals choose when they encounter negative events or emotions are the internal factors that affect their everyday academic resilience.Based on ecosystem theory,self-determination theory and model of internal and external dynamics of motivational resilience to further clarify the relationship between parental autonomy support,behavioral emotion regulation and everyday academic resilience.Using cross-sectional and longitudinal studies to verify the relationship between parental autonomy support,behavioral emotion regulation and everyday academic resilience of high school students,so as to provide reference for improving students’ everyday academic resilience.The first study is a cross-sectional study,which mainly explores the status and immediacy relationship between parental autonomy support,behavioral emotion regulation,and everyday academic resilience.The results showed that:(1)Parental autonomy support and everyday academic resilience were significantly correlated with withdrawal,seeking social support,actively approaching and seeking distraction in behavioral emotion regulation,while parental autonomy support was not significantly correlated with ignoring in behavioral emotion regulation;(2)Seeking social support,seeking distraction and everyday academic resilience were significantly different in gender;seeking social support,actively approaching,seeking distraction and everyday academic resilience were significantly different in grade;(3)Withdrawal,seeking social support,actively approaching and seeking distraction play a partial mediating role between parental autonomy support and everyday academic resilience,respectively.The second study is a longitudinal study,which mainly discusses the changing trends of parental autonomy support,behavioral emotion regulation and everyday academic resilience over time and the causal relationship among them.The results showed that:(1)there were two significant correlations among parental autonomy support,withdrawal,seeking social support,actively approaching and everyday academic resilience at three measurement time points;(2)The longitudinal analysis found that the parental autonomy support in the middle period could significantly positively predict the everyday academic resilience in the later period,and the everyday academic resilience at the previous time point could significantly positively predict the subsequent parental autonomy support;Withdrawal,seeking social support and actively approaching were the longitudinal mediators between parental autonomy support and everyday academic resilience.In conclusion,through cross-cutting and longitudinal studies,this study draws the following conclusions: Withdrawal,seeking social support and actively approaching in behavioral emotion regulation play an immediate and delayed mediating role in the relationship between parental autonomy support and everyday academic resilience,while distraction seeking plays an immediate mediating role in the relationship between parental autonomy support and everyday academic resilience.The results support the ecosystem theory and model of internal and external dynamics of motivational resilience,and can be used to explain the changes in the short period of time,and provide a certain empirical basis and practical significance for maintaining and improving the everyday academic resilience of high school students. |
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