本研究旨在探究高中生心理压力和学习投入的关系，以及日常性学业复原力在其中的作用机制，并对三者在高中生群体中的现状进行调查，同时探索出针对提升日常性学业复原力水平的课程干预方案。研究主要分为两部分。研究一采用问卷调查的方式，通过便利取样的方法向某高中学生发放《学习投入量表》、《中学生应激源量表》、《日常性学业复原力问卷》850份，回收有效问卷793份，有效率为93.29%。使用SPSS21.0和PROCESS插件进行数据分析，主要分析了高中生心理压力、日常性学业复原力、学习投入的现状及三者之间的关系。研究二根据研究一的分析结果，选取了高二年级两个日常性学业复原力、学习投入水平同质的班级，分别作为实验组和对照组。对实验组开展共计6次、每次40分钟的日常性学业复原力课程干预，对照组不做任何处理。干预完成后向两组同时发放《学习投入量表》、《日常性学业复原力问卷》进行后测，通过前后测的对比分析，检验针对日常性学业复原力的课程干预是否能提升高中生的日常性学业复原力水平，进而促进学习投入水平的提升。

结果表明：

（1）高中生心理压力在性别、年级、家庭所在地、家庭结构、家庭月收入上存在显著差异；

（2）高中生日常性学业复原力在性别、年级、是否为班干部、家庭结构、家庭月收入上存在显著差异；

（3）高中生学习投入在性别、年级、是否为班干部、家庭结构上存在显著差异；

（4）高中生心理压力分别与日常性学业复原力、学习投入呈显著负相关，高中生日常性学业复原力与学习投入呈显著正相关；

（5）在心理压力与学习投入之间，日常性学业复原力起部分中介作用，其中，日常性学业复原力可以在心理压力对学习投入的影响中产生75.89%的作用；

        （6）通过开展针对日常性学业复原力的课程干预，可以提升高中生的日常性学业复原力水平，进而在一定程度上提高学习投入水平。

The purpose of this study is to explore the current situation of high school students' psychological stress, everyday academic resilience and academic engagement, and investigate the interaction mechanism among them, even explore a set of curriculum intervention programs aimed at improving the level of everyday academic resilience. The study is divided into two main parts. The first study use the method of questionnaire. Through the convenient sampling method, 850 copies of the Academic Engagement Scale, Middle School Students Stressors Scale and Everyday Academic Resilience Questionnaire were distributed to high school students, a total of 793 questionnaires were collected with an effective rate of 93.29%. SPSS21.0 and PROCESS plug-in were used to analyze the data, mainly analyzing the current situation and the relationship among the psychological stress, everyday academic resilience, academic engagement of senior high school students. According to the results of the first study, in the second study, two senior sophomore classes were selected as the experimental group and the control group.They have the same level of everyday academic resilience and academic engagement.The experimental group was given curriculum intervention aimed at everyday academic resilience. The curriculum lasted for 40 minutes 6 times. The control group was not given any treatment. After the intervention, two groups were given the Academic Engagement Scale and the Everyday Academic Resilience Questionnaire at the same time. By comparing the post-test data with the pretest data, this study examines whether curriculum intervention aimed at everyday academic resilience can improve senior high school students' everyday academic resilience level, and thus promote their academic engagement level.

Through the studies, it is found that:

(1) There are significant differences in the psychological stress of senior high school students in gender, grade, family location, family structure and monthly family income.

(2) There are significant differences in the everyday academic resilience of senior high school students in gender, grade, class cadre, family structure and monthly family income.

(3) There are significant differences in the academic engagement of senior high school students in gender, grade, class cadre and family structure.

(4) The psychological stress of senior high school students was negatively correlated with the everyday academic resilience and the academic engagement, and the everyday academic resilience was positively correlated with the academic engagement.

(5) The everyday academic resilience plays a partial mediating role between psychological stress and academic engagement, and the ratio of mediating effect to total effect was 75.89%.

(6) The curriculum intervention aimed at the everyday academic resilience has certain effect on improving the everyday academic resilience of high school students, and then improving the level of academic engagement.