The Influences Of Emotional Intelligence, Family Environment To Academic Self-efficacy In Middle School Students

With the rapid development of the science and technology, thesociety changed greatly, and the competition became more and morefierce. Anyone, as large as a country or a nation, as small as anindividual, continually enhances learning and improves his/her abilityto learn in order to stand among the ranks of the times, and not toexclude of the society.Learning is the main activity to the middleschool student.It is a major premise for students to have a generalknowledge of enhancing learning, and it is a foundation to enhancestudents’self-learning and initiative, and it is key to enhancestudents’academic self-efficacy. Academic self-efficacy is the powersource of learning, it is not only related to the completion of thelearning task, but also affects the physical and mental development ofstudents, and even it could have a profound impact on thedevelopment of a person’s life. The study of self-efficacy in middleschool students can not only enrich the theory of psychology, but alsoprovide meaningful recommendations to promote the healthydevelopment of students’ learning progress and psychology.Only by understanding the impact of academic self-efficacyfactors can we find the methods to improve students’ academicself-efficacy from the very beginning. There are multiple factorsaffecting academic self-efficacy. According to Bandura’s Self-efficacy Theory and two angles of looking for individualdifferences, the thesis aims to explore the impacts on thestudents’academic self-efficacy from the perspectives of theemotional intelligence of the subjective factors and familyenvironment that objective factors. In this study, Wang Caikang’srevision of Emotional IntelligenceScale, Fei Lipeng and hiscolleagues’ revision of Family Environment Scale and LiangYusong,Zhou Zongkui’s revision of Academic Self-efficacy Scalewas used in the region of Shanxi, and463middle school studentswere investigated, and the investigation data were analyzed with Ttest, analysis of variance, correlation analysis, regression analysisand so on, the results showed that:1.The score of the middle students’ academic self-efficacy is in themiddle or a bit more on the level, but there are certain differencesbetween high academic self-efficacy and lower.2. There is no significant sexual differences in academic self-efficacyof the middle school students; but the academic self-efficacy of themiddle school students has siginificant difference in gender,includingthe self-efficacy of the first middle class is higher than the secondand third middle classes, even the first and second high schoolstudents’.3.There is a significant positive correlations among students’ familyenvironment, emotional intelligence and academic self-efficacy.Students’ family environment and emotional intelligence have asignificant predictive effect on academic self-efficacy.4.Students’family environment can not only directly affect academicself-efficacy, but also affect self-efficacy further by influencingemotional intelligence; emotional intelligence plays an intermediaryrole between the family environment and academic self-efficacy.Therefore, the development and enhancement of academicself-efficacy can not only start from improving high school students’ emotional intelligence, but also can start from family environmentimprovements at the same time. We should take measures both fromthe students and from the family environment, to promote theimprovement and enhancement of high school students’ academicself-efficacy constantly.