An Analysis Of The Factors Affecting The Self - Efficacy Of Physics In The Second Year And The Cultivation Strategy

Self-efficacy refers to the subjective judgment of people which tells whether they are able to successfully carry out an act or not. It is the learners’ belief, judgment or self-grasp and feelings when they complete learning tasks. It is derived from direct experience, alternative experience, social persuasion, emotional response and physiological state. Learning self-efficacy is a concrete manifestation of self-efficacy in the field of learning, which is reflected in the Physics disciplines, namely Physics self-efficacy. This paper investigated the present situation of the second grade students’ self-efficacy and its related factors in Shanghai Guangming junior middle school.I carried out a three-months experiment, analyzed the research data and suggested strategies to improve students’ Physics self-efficacy, hoping to provide a reference.In this paper, I use literature analysis, questionnaire research methods. The paper is divided into six chapters, the first chapter is an introduction on the background and significance of the topic. The second chapter is the literature review. The third chapter is the theoretical basis of the study, defining the core concepts in this paper.The fourth chapter introduces the research design and process of the study, and also the research methods and specific sampling procedure. The fifth chapter is the results of analysis and discussions. It tells the second grade students’ self-efficacy status and the possible causes and illustrates the data change before and after the experiment from different levels and different angles. The sixth chapter is the conclusion and recommendations.The results of this study show that:(1) Physics learning self-efficacy comes mainly from direct experience, alternative experience, social persuasion,physiological and emotional state, and it also comes from some other factors of non-mainstream.(2) Training program in the experimental class can effectively enhance students’ Physics learning self-efficacy. For those with lower pre-test Physics level, the effect is particularly significant.(3) Physics self-efficacy is a positive correlation to Physics academic, but it is usually lagging behind. In other words, the improvement of self-efficacy is not immediately lead to the improvement of academic. Physics scores react on the formation of the Physics self-efficacy.Based on the above discussion, the present study from the broad and narrow sense and put forward specific policy. Broad aspect from schools, teachers, families made specific recommendations; narrow aspect: teacher let the students know that self-efficacy, and actively organize teaching, respect and trust of students, scientific evaluation of students to help students build self-confidence, self-reliance, self-belief.Using scientific strategies for training, helping students develop good Physics study habits, getting students master scientific and efficient learning methods, paying attention to students’ achievements, but not as a sole criterion to judge students’ Physics learning, creating a relaxing and harmonious atmosphere, arranging proper learning tasks and giving more positive evaluations to improve students’ self-efficacy level, allow students to experience success, see more advantages to the optimistic attitude to meet the challenges of learning physics. Lifelong learning is the physical foundation.