为探讨初中生隐性逃课与日常性学业复原力、核心自我评价的关系，随机抽取淮

为探讨初中生隐性逃课与日常性学业复原力、核心自我评价的关系，随机抽取淮安市380名初中生进行问卷调查。结果显示，初中生隐性逃课及其各维度在不同日常性学业复原力组间的差异均存在显著性差异；日常性学业复原力与初中生隐性逃课及其各维度间均呈现显著负相关；核心自我评价与初中生隐性逃课及其各维度间均存在显著负相关；初中生核心自我评价在日常性学业复原力、隐性逃课间发挥着部分中介作用。

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结果 (英语) 1: [复制]

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In order to explore the relationship between junior middle school students' hidden school skipping and daily academic resilience and core self-evaluation, 380 junior middle school students in Huaian city were randomly selected for questionnaire survey. The results show that there are significant differences between the junior middle school students' hidden skipping classes and their dimensions in different daily academic resilience groups; the daily academic resilience is significantly negatively correlated with the junior middle school students' hidden skipping classes and their various dimensions. ; There is a significant negative correlation between core self-assessment and junior high school students' recessive skipping classes and all dimensions; junior middle school students' core self-assessment plays a part of the intermediary role in daily academic resilience and recessive skipping classes.

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结果 (英语) 2:[复制]

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In order to explore the relationship between the recessive truancy of junior high school students and the daily academic resilience and core self-evaluation, 380 junior high school students in Huai'an City were randomly selected for a questionnaire survey. The results showed that there were significant differences between the differences between the recessive truancy groups of junior high school students and their various dimensions, the daily academic resilience and the recessive truancy of junior high school students and their dimensions were significantly negatively related, the core self-evaluation of junior high school students and their dimensions were significantly negatively related, and the core self-evaluation of junior high school students played a part in the intermediary role between daily academic resilience and recessive truancy.

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结果 (英语) 3:[复制]

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In order to explore the relationship between hidden truancy and daily academic resilience and core self-evaluation of junior high school students, 380 junior high school students in Huai'an City were randomly selected for questionnaire survey. The results showed that there were significant differences in the implicit truancy and its dimensions among different groups of daily academic resilience; there was a significant negative correlation between daily academic resilience and implicit truancy and its dimensions; there was a significant negative correlation between core self-evaluation and implicit truancy and its dimensions; the core self-evaluation of junior middle school students was significantly negatively correlated with their daily learning There are some mediating effects between karma resilience and recessive truancy.<br>

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