Perceived Social Support Of High School Students And The Relationship Of Which And Attribution Style\General Self-Efficacy

In this paper, two studies designed to investigate perceived social support of high school students and the relationship of perceived social support\attribution style and general self-efficacy. The study one selected232high school students to explore the structure of the Perceived Social Support Scale and the present situation of high school students’perceived social support. The study two selected304high school students to explore the relationship of perceived social support\attribution style and general self-efficacy.The conclusions of this research:1. To high school students, the three-dimensional structure model of the Perceived Social Support Scale (family support, friends support, other people support) is better than the two-dimensional structure model of the scale (inside family support, outside family support).So education programs designed to improve high school students’perceived social support can be considered from three different sources of social support:family\friends\some other people. The focus can be placed on how to improve their perceived level of friends support.2. High school students comprehend the middle level of perceived social support. Other people support of high school students has a significant difference in gender. Perceived social support and its three dimensions have significant differences in discipline and the father’s education level, meanwhile there is no a significant difference in other demographic variables.3. The relationship of internal control attribution style and perceived social support is a significant positive correlation, and the former has a predictive effect(β=.348, P<.001) on the latter. The relationship of external control attribution style and perceived social support is a significant negative correlation, and the former has a predictive effect(β=-.231, P<.01) on the latter. When designed some programs to improve perceived social support of high school students, we can encourage students to take internal control attribution style on the results of academic achievement and interpersonal relationship, in particular, attribute the results of academic achievement to their efforts. We can also encourage students not to take external control attribution style on the results of academic achievement and interpersonal relationship, in particular, not to attribute the results of academic achievement to the background.4. The relationship of perceived social support and general self-efficacy isn’t a significant correlation, perceived social support doesn’t exist an intermediary role in the relationship between attribution style and general self-efficacy. So we can’t simply improve the general self-efficacy of high school students by improving perceived social support. About the possible reason of this result, we suspect that cognitive process of perceived social support may relate to an emotional cost. Of course, the true reason of the result remains to a further study.