Junior High School Students And Their Academic Achievement And Time Management Orientation, The Relationship Between Academic Self-efficacy Research

Academic self-efficacy and its influencing factors has been the academic psychology and education are more concern of psychology. In China over the past decade on Time Management Disposition and the relationship between academic self-efficacy of particular importance. The so-called Time Management refers to the use of time resources in the way of the individual shown on the psychological and behavioral characteristics. This relationship between two factors in this particular group for junior high school students, is what has special meaning, and with the junior high school students a correlation between academic performance. On the relations between the past, few studies involved, not depth. Therefore, this study was to investigate the tendency of time management, academic achievement and academic self-efficacy between the three, revealing the impact of the structure between the three equation model, and modified to fit.In this study, the original theory and research findings, based on a survey of 315 junior middle school students were surveyed through the data collection and analysis, as well as model fitting and correction, and finally reached the following conclusions:(1) Junior High School Students Time Management and the fractal dimension and academic self-efficacy scale and the fractal dimension of gender, grade and other variables were not significantly different, and academic achievement in the significant gender differences, and the girls significantly higher than boys in terms of whether the child was no significant difference.(2) The tendency of the students in time management, academic self-efficacy and the two sub-dimensions, namely, learning behavior self-efficacy, self-efficacy on learning ability and academic achievement are very significant differences exist.(3) Junior High School Students Time Management, time value, time control, time efficacy, academic achievement and academic self-efficacy, learning behavior self-efficacy, learning self-efficacy among the three variables were significantly positive related. (4) Junior high school students a sense of time value and academic self-efficacy on academic performance has a direct significant positive effect, while the time value but also academic self-efficacy through the intermediary role of indirect predicted academic performance; time efficacy can only be academic self-efficacy Sense of indirect predictors of academic performance.