On The Relationship Of Interaction And The Self

Self-efficacy (self-efficacy) is an important concept from Bandera's social cognitive theory; it refers to the necessary confidence or beliefs in specific areas for one's own behavior and goals to achieve. Self-perception of personal efficacy pays more influence on people's behavior choices, and it determines the extent of people's behavior for the efforts and perseverance, even affects people's way of thinking and emotional response. Self-efficacy has been being one of the important interdisciplinary researches in education, psychology, sociology, clinical and health psychology and so on.It is an important issue for improving one's self-efficacy, making them an all-round development in the terms of the important role of mental health. However, self-efficacy was not born with; it is the experience of human interaction with the environment to the social construction. And the school is the main body to teaching and developing students'self-efficacy. Therefore, when we teachers are having a mental health, these questions need to be solved. Our classroom's interaction for students is the impact of self-efficacy? Whether it will promote the improvement of their self-efficacy? What is the relationship between them? Research on these issues pays an important practical role.This study bases on the experts'results at home and abroad and the survey and analysis of the Relationship of Interaction and the Self-efficacy.In this study; there are some reasons for mental health class as a starting point of research. One is that the mental health of Guangxi Normal University is fit to the research, three professional instructors, and fully and high classroom interaction. The other is that instructors are experts in this field, the other is Instructors are experts in this field, has a deep knowledge and rich experience, and my research direction is the direction of mental health education. So that is why I choose it to be my thesis. There are some procedures in the paper. Firstly,292 questionnaires issuing classroom interaction were distributed to students in the class interactions,146 for questionnaire of classroom interactions and self-efficacy.292 questionnaires were returned at 100%.Secondly, analyzing the statistics of questionnaire of classroom interactions and self-efficacy is the second step. And finally the correlation analysis between the two is the most important step in this paper. Lastly, some suggestions are given according to the results.The results indicate: firstly, the total average score in the Mental Health's Interactions Scale is 14.62, at a high level, which shows the current, classroom interaction is higher in the class interaction of mental health in Guangxi Normal University. The total average score in the Self-efficacy Scale is 25.69 at a high level; it means that self-efficacy is high in the class of GXNU.Secondly, there is no any significant difference in the test of Mental Health's Interactions Scale. There is significant difference in the Self-efficacy Scale for different gender. The average score for males is 28.04, for females are 25.16. The scores for male is higher than females'.Thirdly, there is no any significant difference in the test of Mental Health's Interactions Scale & Self-efficacy Scale.Fourthly, there is significant difference in Mental Health's Interactions Scale and the dimensions of subjective experience. The average score was 26.25 juniors, sophomore's average score of 24.44. It means that the junior class in the classroom interaction of mental health self-efficacy in the mental health of students is higher than the sophomore class in the classroom interaction self-efficacy.Fifthly, generally, there were significant differences for the home location for the cities and towns of college students. the family seat of variables in the environmental dimension of significant differences in the subjective experience dimensions were no significant differences; in the home location for the urban and rural students, the family seat of the environmental dimension variables were significant differences in the overall scale and subjective experience were not significantly difference; for the home location for the urban and rural students in general, interactive classroom in the family, there were significant differences, the family seat of the environmental dimension variables were significant differences in the subjective experience dimensions were not significant. Students to college students in different classes in the classroom interaction of mental health self-efficacy in the total amount of no significant difference form.Sixty, There is no significant difference in the Mental Health's Interactions Scale in the class and There is no significant difference in the Self-efficacy Scale for one child or not.Lastly, the whole scale for Mental Health's Interactions and the two other dimensions is positive correlation. The higher the scores are, the higher the interaction is in the Mental Health's Interactions Scale. There is high and positive correlation in the two scales; it shows that higher interaction in the class and the higher the self-efficacy is.