The Relations Of Perceived Academic Self-efficacy, Academic Adaptability And Chinese Achievement Of Senior Middle School Students In Thailand

Perceived academic self-efficacy is a very important concept of social cognitive theory. It influences learners learning through the selection, thinking, motivation and psychosomatic reaction. Academic adaptability is also an important factor that influences studies. Higher academic adaptability is an important guarantee for students to achieve good results. The aim of this research is to investigate the present condition about perceived academic self-efficacy and academic adaptability of Thailand high school students, and their relation with academic achievement in Chinese.Through learning the papers about perceived academic self-efficacy and academic adaptability, The researcher expounds the importance of studying. Referencing the Perceived Academic Self-efficacy Scale of Bian Yufang and the middle school students Academic Adaptability Tests "(the AAT) scale of Zhou Bucheng, the researcher wrote the Thailand high school students Chinese Perceived Academic Self-efficacy questionnaire and Thailand high school students Chinese Academic Adaptability questionnaire. The Thailand high school students who major in Chinese were investigated.The conclusions are as follow:(1)The development of Chinese perceived academic self-efficacy is good. The development level of different school type and grade is different: private school is better than national school; grade one of high school is better than grade two and grade three.(2)Chinese perceived academic self-efficacy has the significantly differences in different school types. And this significant difference is from the specific Chinese learning tasks self-efficacy.(3)Chinese perceived academic self-efficacy has the significantly differences in different grades. Specifically, the significant differences exist between grade one and grade three, grade two and grade three. (4)Chinese academic adaptability in general is good, but there are 2.4% students having problems adaptation in Chinese learning. The problems mainly focus on learning motivation, learning methods and teaching mode.(5)Chinese academic adaptability has the significantly differences in different school types:private school is better than national school.(6)Chinese academic adaptability has no significantly differences in different grades. But according to the results of the school type * grade interaction, the differences of different grades in state schools' level are remarkable, but at private schools' level are no obvious difference.(7)The Chinese perceived academic self-efficacy and academic adaptability are positively correlated with academic achievement in Chinese.According to the research results, puts forward suggestions that enhance perceived academic self-efficacy and academic adaptability of Thailand high school students from setting reasonable learning objective, creating experience chance of success, guiding students to attribution, raising the good learning methods, playing more positive feedback to sutdents.