中文摘要：

本研究提出一个有调节的中介模型，揭示了感恩“怎样”影响学业成就及这种影响“何时”更强或更弱。采用感恩问卷、日常性学业复原力问卷、压力性生活事件量表和学业成就问卷对1361名青少年进行调查。结果显示：（1）日常性学业复原力对感恩与学业成就的关系具有部分中介效应，感恩既对学业成就产生直接影响，也通过日常性学业复原力对学业成就产生间接影响；（2）压力性生活事件对日常性学业复原力的中介作用具有调节效应，压力性生活事件调节了中介过程的后半路径，具体而言，日常性学业复原力对学业成就的影响，随压力性生活事件的增加而降低。因此，感恩对青少年学业成就的影响是有调节的中介效应。研究结论对提高青少年的学业成就具有重要的理论价值和参考价值。

英文摘要：

This study constructed a moderated mediation model in which everyday academic resilience mediated the relationship between gratitude and academic achievement, and this mediation effect was moderated by stressful life events. A sample of 1361 adolescents was recruited in the study to complete gratitude questionnaire, everyday academic resilience questionnaire, stressful life events scale, and academic achievement questionnaire. The results indicated that： （I） everyday academic resilience played partial mediating effect between gratitude and academic achievement. Gratitude not only had a direct influence on academic achievement, but also promoted academic achievement indirectly by increasing everyday academic resilience; （2） stressful life events moderated this mediation effect. Stressful life events moderated the second path of the mediation. With stressful life events increasing, the effect of everyday academic resilience on academic achievement reduced. Therefore, the effect of gratitude on adolescents＇ academic achievement was moderated mediating effect. These findings had important theoretical and reference value to increase academic achievement.