Does academic stress reduce or promote academic achievement:evidence from structural equation modeling
[Objective]To explore the psychological mechanism of academic stress affecting middle school students'academic achievement through academic emotions and academic engagement.[Methods]A total of 599 students from Grade One to Grade Three in two middle schools in Shandong Province were in-vestigated by using the Academic Stress Scale,Academic Emotion Scale,Academic Involvement Scale and Academic Achievement Questionnaire.[Results]① Academic stress,positive high arousal emotion,positive low arousal emotion,negative high arousal emotion,negative low arousal emotion,academic engagement and academic achievement have significant correlation between each other;②Academic stress can not only directly and negatively predict the academic achievement of middle school students,but also affect the aca-demic achievement of middle school students through the separate mediating effect of academic emotions and academic engagement and their chain mediating effect.The total mediating effect value is-0.18,ac-counting for 29％of the total effect.Different types of academic emotions have different mediating proper-ties,negative academic emotions have a positive predictive effect on academic achievement of middle school students.[Conclusions]Academic stress has a negative effect on the academic achievement of middle school students in general,but negative academic emotion has a positive effect on the academic achievement of middle school students through its positive mediating effect.
academic stressacademic achievementpositive promotionstructural equation model
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