A Study on the Psychological and Emotional Self-Adjustment Ability of Students Under the Pressure of Academic Performance

Abstract In this study, taking freshmen students as the subject, data were collected using a questionnaire survey. An academic performance stress scale was designed. The students' psychological and emotional self-adjustment ability was measured using Connor–Davidson Resilience Scale (CD-RISC). The differences of academic performance pressure and psychological and emotional self-adjustment ability in terms of gender, student origin, whether the only child, and major were analyzed. Moreover, intervention experiments were conducted to analyze the intervention effect of group counseling. The results showed that the total score of CD-RISC and the scores of toughness and strength had significant differences in gender (p < 0.01). The academic performance pressure had significant differences in major (p < 0.01), and there were no significant differences in the other dimensions. Correlation analysis showed that academic performance pressure was significantly negatively correlated with the total score of CD-RISC and the total score of all dimensions. Regression analysis found that psychological and emotional self-adjustment ability had a negative impact on academic performance pressure. Social support played a mediating role. The intervention experiment found that group counseling can relieve students' pressure from academic performance and enhance their ability to self-regulate psychology and emotions. The results verify the influence of psychological and emotional self-adjustment ability on academic performance pressure. In practice, students' psychological and emotional self-adjustment ability can be improved to alleviate academic performance pressure.