The Study Of The Relation And Intervention Between Academic Burden Attitude,Emotional Regulation Self-efficacy And School Happiness Of Junior Middle School Students

For a long time,the excessive academic burden of primary and secondary school students has been widely concerned by scholars from all walks of life.From the subjective perspective of students,the study of junior high school students’ academic burden attitude is helpful to further implement the work of burden reduction.School happiness is an important index to evaluate school education and students’ growth.Students’ attitude towards academic burden will have an important impact on their school happiness.Emotional regulation self-efficacy,as a subjective criterion to measure the effective emotional management attitude of individuals,plays an important role in the relationship between academic burden attitude and school happiness.Therefore,it is of great theoretical and practical significance to study junior high school students’ attitude towards academic burden,emotional regulation self-efficacy and school happiness.In order to investigate the status quo of junior high school students’ attitude towards academic burden,emotional regulation self-efficacy and school happiness and the relationship between the three variables,and to explore the effect of group counseling intervention on improving junior high school students’ emotional regulation self-efficacy and school happiness,this study includes two parts: Using cluster sampling,889 middle school students from two middle schools in Kunming,Yunnan Province were selected as subjects by convenience sampling.The average age of the subjects was 13.33 ± 0.72 years old,with 431 females and 458 males.Using the academic burden attitude scale of middle school students,emotional regulation self-efficacy scale and adolescent school well-being scale,this paper explores the status quo of middle school students’ academic burden attitude,emotional regulation self-efficacy and school well-being,the relationship between the three variables and the mediating role of emotional regulation self-efficacy.Based on the findings of study 1,40 junior high school students were selected as intervention subjects in Study 2 by quasi-experimental design.Inclusion conditions: emotional regulation self-efficacy scale score < theoretical mean 3;I volunteered to participate in the auxiliary mission intervention;Control other distractions.They were randomly divided into intervention group(20 subjects)and control group(20 subjects).The control group was not treated with any intervention,and the intervention group received 8 group counseling interventions for emotional regulation self-efficacy once a week.The control group and the intervention group were evaluated before the intervention,after the intervention and one month after the intervention.The results of the study were as follows:(1)The overall status of junior high school students’ attitudes towards academic load,emotion regulation self-efficacy and school well-being were in the middle to upper range compared to their theoretical mean values.(2)There is a significant correlation between the level of junior high school students’ attitude towards academic burden and demographic statistical variables such as age,grade,student cadre or not;there is a significant correlation between the level of emotional regulation self-efficacy and demographic statistical variables such as gender,student cadre or not,self-rated academic performance;There is a significant correlation between school happiness level and demographic statistical variables such as age,grade and student cadre.(3)There was a significant positive correlation between academic burden attitude,emotional regulation self-efficacy and school happiness.(4)Emotion regulation self-efficacy partially mediated the relationship between attitude towards academic load and school well-being,with the direct and mediating effects accounting for 76.45% and 23.53% of the total effect,respectively.(5)The group counselling intervention on emotion regulation self-efficacy was effective in improving junior high school students’ emotion regulation self-efficacy and school well-being,and the intervention effects were good in terms of sustainability and stability.Based on the findings,it is clear that attitudes towards academic burden can directly affect junior high school students’ school well-being and indirectly affect junior high school students’ school well-being through the mediating effect of emotion regulation self-efficacy,and that group counseling interventions have immediate and delayed effects on improving junior high school students’ emotion regulation self-efficacy and school well-being.This study enriches the research on junior high school students’ attitudes towards academic burden,emotion regulation self-efficacy and school well-being in Yunnan Province,and provides practical support for enhancing junior high school students’ attitudes towards academic burden,emotion regulation self-efficacy and school well-being.