Positive academic emotions and psychological resilience among rural-to-urban migrant adolescents in China

Daoyang Wang1, Mingming Hu2, Xin Yin2
1Department of Psychology, and Collaborative Innovation Center of Assessment Toward Basic Education Quality , Anhui Normal University and Beijing Normal University, People’s Republic of China
2Institute of Brain and Cognitive Sciences, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, People’s Republic of China
Cite this article:  Wang, D., Hu, M., & Yin, X. (2017). Positive academic emotions and psychological resilience among rural-to-urban migrant adolescents in China. Social Behavior and Personality: An international journal, 45(10), 1665-1674.

Volume 45 Issue 10 | e6382 | Published: November 2017 | DOI: https://doi.org/10.2224/sbp.6382

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We explored the relationship between the positive academic emotions of pride, happiness, hopefulness, satisfaction, calmness, and being relaxed, and the factors that influence psychological resilience, including family support, problem-solving ability, self-resilience, sense of purpose, social-communication ability, attitude toward adversity, and ability to mobilize resources. Participants were 763 sons and daughters (339 boys and 424 girls, aged 14–16 years) of rural-to-urban migrant workers in Beijing, China. Results of regression analysis with positive academic emotions as the dependent variable showed that psychological resilience contributed 14.80% (self-resilience, 12.50%; problem-solving ability, 1.60%; ability to mobilize one’s resources, 0.70%) to the total of 14.90% of the explained variance in positive academic emotions, and that the influence of sociodemographic variables (gender, age, school type, and family income level) on positive academic emotions was negligible. The results suggest that rural-to-urban migrant adolescents with higher levels of psychological resilience display more positive academic emotions.

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