Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (1): 60-67.doi: 10.16187/j.cnki.issn1001-4918.2021.01.08

Previous Articles     Next Articles

The Influence of Individually-oriented Courage on Middle School Students' Academic Achievement: The Mediating Roles of Problem-solving and Help-seeking Coping Styles

CHENG Cuiping1,2, HUANG Xiting2   

  1. 1. Chongqing University of Education, Chongqing 400065;
    2. Research Center for Psychology and Social Development of Southwest University, Chongqing 400715
  • Published:2021-01-22

RichHTML

PDF (PC)

Abstract: A total of 1100 middle school students from Shanxi, Yunnan and Chongqing were selected as participants with cluster sampling. Psychological scales and subject tests were used to obtain the data of their individually-oriented courage, coping style and academic achievement in order to explore the influence of individually-oriented courage on the participants' academic achievement and its mediating effect. The results of structural equation model showed that:(1) there was a significant positive correlation between middle school students' individually-oriented courage and academic achievement; (2) problem-solving and help-seeking coping styles played an mediating role in the process of individually-oriented courage' influence on their academic achievement. This research revealed that middle school students with higher courage tended to achieve greater academic achievement by problem-solving and help-seeking coping styles, which had important implications for educators in developing middle school students' courage and improving their academic achievement.

Key words: middle school students, individually-oriented courage, academic achievement, coping style

CLC Number: 

  • G442
Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance.Educational Psychology, 23(3), 287-294.
Alumran, J. I., & Punamäki, R. L. (2008). Relationship between gender, age, academic achievement, emotional intelligence, and coping styles in Bahraini adolescents.Individual Differences Research, 6(2), 104-119.
Armstrong, K., Best, S., & Domenici, P. (2006). Courage after fire:Coping strategies for troops returning from Iraq and Afghanistan and their families. Berkley, CA:Ulysses Press.
Arsenio, W. F., & Loria, S. (2014). Coping with negative emotions:Connections with adolescents' academic performance and stress.The Journal of Genetic Psychology, 175(1), 76-90.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research:Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Biswas-Diener, R. (2012). The courage quotient:How science can make you braver. San Francisco:John Wiley.
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance:Evidence from two longitudinal university samples.Journal of Research in Personality, 37, 319-338.
Coolbrandt, A., & Grypdonck, M. H. (2010). Keeping courage during stem cell transplantation:A qualitative research.European Journal of Oncology Nursing, 14(3), 218-223.
Crockett, L. J., Schulenberg, J. E., & Petersen, A. C. (1987). Congruence between objective and self-report data in a sample of young adolescents. Journal of Adolescent Research, 2(4), 383-392.
De laFuente, J., Fernández-Cabezas, M., Cambil, M., Vera, M. M., González-Torres, M. C., & Artuch-Garde, R. (2017). Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students. Frontiers in Psychology, 8, 1039.
Gustems-Carnicer, J., & Calderón, C. (2016). Virtues and character strengths related to approach coping strategies of college students.Social Psychology of Education, 19(1), 77-95.
Kern, M. L., & Bowling, D. S. (2015). Character strengths and academic performance in law students.Journal of Research in Personality, 55, 25-29.
Konter, E., & Toros, T. (2013). Courage and performance in soccer.International Journal of Academic Research, 5(4), 276-282.
Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D. P. (2009). An investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69.
MacCann, C., Fogarty, G. J., Zeidner, M., & Roberts, R. D. (2011). Coping mediates the relationship between emotional intelligence (EI) and academic achievement. Contemporary Educational Psychology, 36(1), 60-70.
Maddi, S. R. (2006). Hardiness:The courage to grow from stresses.The Journal of Positive Psychology, 1(3), 160-168.
Magnano, P., Paolillo, A., Platania, S., & Santisi, G. (2017). Courage as a potential mediator between personality and coping.Personality and Individual Differences, 111, 13-18.
Malhotra, N. K., Kim, S. S., & Patil, A. (2006). Common method variance in IS research:A comparison of alternative approaches and a reanalysis of past research.Management Science, 52(12), 1865-1883.
Martin, A. J. (2011). Courage in the Classroom:Exploring a New Framework Predicting Academic Performance and Engagement.School Psychology Quarterly, 26(2), 145-160.
Matsunaga, M. (2008). Item parceling in structural equation modeling:A primer.Communication Methods and Measures, 2(4), 260-293.
Newman, R. S. (2002). How self-regulated learners cope with academic difficulty:The role of adaptive help seeking.Theory into Practice, 41(2), 132-138.
Park, N., & Peterson, C. (2008). Positive psychology and character strengths:Application to strengths-based school counseling.Professional School Counseling, 12(2), 85-92.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance.Psychological Bulletin, 135(2), 322-338.
Pury, C. L., Kowalski, R. M., & Spearman, J. (2007). Distinctions between general and personal courage.The Journal of Positive Psychology, 2(2), 99-114.
Rate, C. R., Clarke, J. A., Lindsay, D. R., & Sternberg, R. J. (2007). Implicit theories of courage.The Journal of Positive Psychology, 2(2), 80-98.
Roesch, S. C., Duangado, K. M., Vaughn, A. A., Aldridge, A. A., & Villodas, F. (2010). Dispositionalhope and the propensity to cope:A daily diary assessment of minority adolescents. Cultural Diversity and Ethnic Minority Psychology, 16(2), 191-198.
Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress andacademic success:Different patterns of association for stress and success. Learning and Individual Differences, 22, 251-257.
Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance.Learning and Individual Differences, 55, 40-48.
Toner, E., Haslam, N., Robinson, J., & Williams, P. (2012). Character strengths and wellbeing in adolescence:Structure and correlates of the Values in Action Inventory of Strengths for Children.Personality and Individual Differences, 52, 637-642.
Weber, M., & Ruch, W. (2012). The role of a good character in 12-year-old school children:Do character strengths matter in the classroom? Child Indicators Research, 5(2), 317-334.
Yao, Y. S., Chang, W. W., Jin, Y. L., Chen, Y., He, L. P., & Zhang, L. (2014). Life satisfaction, coping, self-esteem and suicide ideation in Chinese adolescents:A school-based study. Child:Care, Health and Development, 40(5), 747-752.
陈立胜. (2008). 《论语》中的勇:历史建构与现代启示. 中山大学学报(社会科学版), 48(4), 112-123.
陈树林, 郑全全, 潘健男, 郑胜圣. (2000). 中学生应对方式量表的初步编制. 中国临床心理学杂志, 8(4), 211-214.
陈赟. (2006). 为什么是智仁勇之德, 才开启了中庸的可能性? 现代哲学, 6, 92-98.
程翠萍, 黄希庭. (2014). 勇气:理论, 测量及影响因素. 心理科学进展, 22(7), 1170-1177.
程翠萍, 黄希庭. (2016). 中国人勇气量表的建构. 西南大学学报(社会科学版), 42(1), 5-11.
程翠萍. (2016). 中国人勇气的结构与测量(博士学位论文). 西南大学, 重庆.
董妍, 俞国良. (2010). 青少年学业情绪对学业成就的影响. 心理科学, 33(4), 934-937.
窦温暖, 王敬群, 邵淑娟. (2007). 高中生学业成绩、归因方式、应对方式与自尊的关系. 江西教育科研, 6, 57-59.
郭成, 阴山燕, 赵慧. (2005). 高中生的压力应对方式及其与学业成绩关系的研究. 西南师范大学学报(人文社会科学版), 31(6), 61-64.
黄希庭, 余华, 郑涌, 杨家忠, 王卫红. (2000). 中学生应对方式的初步研究. 心理科学, 23(1), 1-5.
黄希庭. (2014). 探究人格奥秘. 北京:商务印书馆.
李彩娜, 孙翠翠, 徐恩镇, 顾娇娇, 张庆垚. (2017). 初中生应对方式, 压力对社会适应的影响:纵向中介模型. 心理发展与教育, 33(2), 172-182.
刘志军, 白学军, 陈会昌. (2008). 初中生人格型乐观, 应对策略与学业成绩的关系. 心理学探新, 28(2), 49-52.
刘志军. (2007). 初中生乐观主义与其学业成绩的关系及中介效应分析. 心理发展与教育, 23(3), 73-78.
孙配贞, 郑雪, 余祖伟. (2010). 初中生感戴状况与学校生活满意度的关系:应对方式的中介作用. 心理发展与教育, 26(1), 67-72.
文超, 张卫, 李董平, 喻承甫, 代维祝. (2010). 初中生感恩与学业成就的关系:学习投入的中介作用. 心理发展与教育, 26(6), 598-605.
吴明隆. (2009). 结构方程模型——AMOS的操作与应用. 重庆:重庆大学出版社.
张虹, 陈树林, 郑全全. (1999). 高中学生心理应激及其中介变量的研究. 心理科学, 22(6), 508-511.
郑日昌, 蔡永红, 周益群. (1999). 心理测量学. 北京:人民教育出版社.
[1] LU Xinzhe, WANG Zhi, LI Yong, WANG Binying. Longitudinal Effects of Parental Violence Exposure on Middle School Students' Problem Behaviors: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(2): 231-239.
[2] YUAN Yuan, LIANG Zhoujian, ZHANG Li. Structural School Climate and Depression among Middle School Students: A Moderated Mediation Model of Social Support and Gender [J]. Psychological Development and Education, 2023, 39(6): 869-876.
[3] PENG Haiyun, SHENG Liang, QIU Fanshuo, ZHOU Ziyan, XIN Sufei. Psychological Burden Reduction Starts from Dealing with Boredom: The Influencing Mechanism of Boredom Proneness on Subjective Well-being among Adolescents [J]. Psychological Development and Education, 2023, 39(6): 895-902.
[4] ZHOU Xiaohui, LIU Yanxi, CHEN Xin, WANG Yiji. The Impact of Parental Educational Involvement on Middle School Students' Life Satisfaction:The Chain Mediating Effects of School Relationships and Academic Self-efficacy [J]. Psychological Development and Education, 2023, 39(5): 691-701.
[5] LI Tengfei, MA Yuxin, SONG Ruijun, CHEN Liang. Longitudinal Associations between Physical Victimization, Relational Victimization, and Academic Achievement during Early Adolescence: A Cross-lagged Panel Study [J]. Psychological Development and Education, 2023, 39(4): 559-567.
[6] XIN Guogang, ZHANG Libin, CHANG Ruisheng, ZHANG Yunyun. Bullying Victimization Trajectories in Early Adolescence: The Predictive Role of Depression, Self-esteem and Academic Achievement [J]. Psychological Development and Education, 2023, 39(4): 568-579.
[7] YU Haoxue, LI Hui, WANG Fuxing. The Relationship between Belief in a Just World and Learning Burnout in Undergraduates: The Mediating Role of Coping Style and Boredom Proneness [J]. Psychological Development and Education, 2023, 39(3): 391-401.
[8] SU Zhiqiang, MA Zhengyu. The Relationship between the Friendship Quality and Loneliness during Childhood: Analysis of the Covariant Effects of Coping Styles [J]. Psychological Development and Education, 2023, 39(1): 31-39.
[9] WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal [J]. Psychological Development and Education, 2022, 38(5): 692-702.
[10] WANG Xiaofeng, YAN Liangshi, Ding Daoqun. The Effect of Adverse Childhood Experiences on Middle School Students’ Conscience: The Chain Mediating Role of Self-control Trait and Ego-depletion [J]. Psychological Development and Education, 2022, 38(4): 566-575.
[11] LI Beilei, GAO Ting, ZHANG Lili, ZHOU Nan, DENG Linyuan. Relationship between Student’s Perceived Teacher Bullying Attitude and Student Bullying Behavior:Mediating Effect of Student Bullying Attitude and Moderating Effect of Gender [J]. Psychological Development and Education, 2022, 38(3): 348-357.
[12] XIE Yuntian, SHI Zifu, YIN Lin, LAN Luo. A Meta-analysis of the Relationships between Chinese Parenting Styles and Children’s Academic Achievement [J]. Psychological Development and Education, 2022, 38(3): 366-379.
[13] WANG Guoxia, ZHAO Yang. A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction, Motivation and Engagement [J]. Psychological Development and Education, 2022, 38(3): 380-390.
[14] HE Anming, WAN Jiaojiao, HUI Qiuping. The Relationship between Mobile Phone Dependence and Mental Health in Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Style [J]. Psychological Development and Education, 2022, 38(3): 391-398.
[15] WANG Xu, LIU Yanling, LIN Jie, LIU Chuanxing, WEI Lingzhen, QIU Hanyu. The Effect of Parent-child Relationship on Mental Health of Middle School Students: The Chain Mediating Role of Social Support and Psychological Suzhi [J]. Psychological Development and Education, 2022, 38(2): 263-271.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd