Content area
Full Text
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.
Keywords: rural-to-urban migrant adolescents, positive academic emotions, psychological resilience, self-resilience, academic emotions.
In China, rural-to-urban migrant adolescents are individuals aged 7-18 years whose parents or guardians maintain a household in a rural area but who live for 3 months or more of the year in a city in order to obtain paid employment (Ye et al., 2016). In 2011, China's rural-to-urban migrants numbered 221 million, accounting for 17% of the total population (S. Hu, Tan et al., 2014). In 2013, it was estimated that there were approximately 35.8 million migrant children of rural-to-urban migrant parents in China (H. Hu, Lu, & Huang, 2014). Children of rural-to-urban migrant parents are an important social group in this transitional period in the Chinese economy. Because of their migration from the country, the lifestyle and habits of these adolescents are impacted by urban living, leading to changes in their attitude, awareness, and behavior.
In fact, the migrant state of the child may result in poor social development and/or produce emotional disturbance (Kouider, Koglin, & Petermann, 2015). Researchers have examined adolescents' academic emotions, which are various emotional experiences related to students' lives in the process of teaching and learning, including happiness, fatigue, disappointment, anxiety, and anger (Pekrun, Goetz, Titz, & Perry, 2002). However, promoting migrant adolescents' academic performance and maintaining their interest in reading-which, in turn, enables comprehension of other subjects, such as...