The Relationship Between Collective Efficacy Of Junior Middle School Students 'Classes And Teenagers' Behavior And Learning

Adolescence is a critical period in the development of individual life. In thejunior middle school students group, the problem behavior is a common phenomenon.Adolescent problem behavior refers to the teenagers’ bad behavior, the problembehavior will have negative influences on their life and learning if the problem cannotbe solved very well. Learning engagement refers to the degree of a student’sinvolvement in learning activities. Adolescent problem behavior to a certain extentaffect the degree of investment in learning activities. And class factors will also affectthe learning engagement and problem behavior of junior middle school studentsbecause they are always in the class environment.Objective: This study attempts to explore the relations among the problembehavior, learning engagement and the class collective efficacy. In order to reduceproblem behaviors of students in learning in junior middle school and provide areference basis.Methods: We use stratified cluster sampling method to extract1200juniormiddle school students from Jining and Qingdao as the research object, We use theproblem behavior scale, learning engagement scale, class collective efficacy scale toinvestigate the issue, We recycle1034effective questionnaire and use SPSS16.0andHLM6.0software for statistical analysis.Conclusion:(1) There is a significant correlation among the problem behaviors,learning engagement and class collective efficacy of junior middle school’s students.There is a significant negative correlation between the problem behaviors andlearning engagement. There is a significant positive correlation between classcollective efficacy and learning engagement. There is a significant negativecorrelation between the collective efficacy and problem behaviors.(2)The problem behavior, learning engagement and the class collective efficacyhave demographic differences. There is a significant differences in class collectiveefficacy and problem behaviors between male and female. There is a significantdifferences in class collective efficacy and learning engagement among differentgrades. There is a significant differences in the against and dynamic among differentplaces of schools.(3)The class collective efficacy and its various dimensions have the adjustmentto the problem behavior and learning engagement. Among them, the class collectiveefficacy and positive member of the joint force, self-efficacy, outstanding membersefficiency can significantly enhance the relationship between the problem behaviorand learning engagement under the same level; Negative joint force can significantlyweaken the relationship between the problem behavior and learning engagementunder the same level.