The Relationship Between Perceived Social Support And Academic Self-Efficacy Of In High School Students:The Mediating Role And Intervention Research Of Rumination

High school students are in a critical period of physical and psychological development,and at the same time they are faced with the academic pressure of the upcoming college entrance examination,thus prompting high school students to have a series of problems.Previous studies have shown that academic self-efficacy is of great significance to the development of senior high school,which will not only affect senior high school students’ academic development,but also affect their perception of social support and addiction to negative emotions.Based on this,this study focuses on the influence of understanding social support on senior high school students’ academic self-efficacy,further analyzes the mechanism of ruminant thinking in it,and on this basis,implements group counseling intervention research to improve senior high school students’ academic self-efficacy level.The first study is a cross-sectional study,taking 531 senior high school students as the research object,collecting data through Perceived Social Support Scale,Academic Self-efficacy Questionnaire and Ruminating Thinking Scale,and analyzing the data statistically with SPSS26.0.The second study is an intervention study.Twenty-four high school students with ruminant thinking scores higher than the average and academic self-efficacy scores lower than the average were screened out.The selected subjects were randomly divided into experimental group(12)and control group(12).By designing and implementing online group psychological counseling on ruminant thinking,the effect of group psychological counseling based on ruminant thinking on improving academic self-efficacy of high school students was explored and tested.The conclusions are as follows:(1)Perceiving social support significantly positively predicts the academic self-efficacy of senior high school students;Understand that social support significantly negatively predicts ruminant thinking;Ruminating thinking significantly negatively predicts academic self-efficacy of senior high school students.(2)Senior high school students’ rumination plays an intermediary role in understanding social support and academic self-efficacy.(3)Group psychological counseling of ruminant thinking can significantly reduce the ruminant thinking level of senior high school students,and then improve the degree of academic self-efficacy.