个人资源收益:有效应对建立了学术活力,学术活力建立了成就
David W Putwain1, Laura J Nicholson1
1School of Education, Liverpool John Moores University, Liverpool, UK.
The British journal of educational psychology
|March 10, 2026
概括
有效的应对策略增强了学术活力,这反过来又提高了学生的成绩. 这一积极的循环凸显了发展适应性应对技能的重要性,以获得中学教育中的学术成功.
科学领域:
- 教育心理学教育心理学
- 学生福利 学生福利
- 学术成绩 学术成绩
背景情况:
- 学术活力,即处理学术挑战的能力,缺乏研究其与应对和成就的相互关系.
- 现有的研究还没有充分探索学生应对机制与他们的学术弹性之间的相互作用.
研究的目的:
- 研究学术活力,应对策略和学业成绩之间的相互关系.
- 了解应对如何影响学术活力,以及活力如何影响学术成功.
主要方法:
- 在两学年内,对533名高中生 (16-19岁) 进行了长度研究,在五个数据收集浪潮中进行了数据收集.
- 自我报告问卷测量了学术活力和在第二和第四波的应对能力.
- 学业成绩数据在第一,第三和第五波中收集,并使用结构方程建模分析.
主要成果:
- 适应性应对积极预测了随后的学术勃发展,而非适应性应对负面预测了它.
- 研究发现,学术活力预测了随后的学术成绩.
- 观察到适应性应对和成绩之间的积极间接关系,通过学术活力进行调解.
结论:
- 个人资源,如应对能力和学术活力,可以创造一个积极的改善循环.
- 有效的应对策略促进了学术上的活力,这随后导致了学业成绩的提高.
- 教育支持应专注于培养学生的适应性应对反应,以加强他们的学术性和成绩.
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