A Study On The Relationship Of Parenting Style、Attribution And Academic Self-efficacy Among Junior Middle School Students

The research of academic self-efficacy is always a hot issue in current pedagogy and psychology. This study aims at understanding the feature of junior middle school students’parenting style, attribution style and academic self-efficacy, and how their interaction mechanism. My study investigates156junior middle school students in Taiyuan city as object, using "EMBU","Attributional Style Questionnaire"(MMCS) and "Academic Self-efficacy Scale" for questionnaire survey. Through T test, ANOVA statistical analysis, correlation analysis and regression analysis for the recovery data, explores the junior middle school students’differences between parenting style, attribution style and academic self-efficacy. Therefore, the research makes a deep exploration on how their interaction mechanism. The results are as follows:1.The gender difference in the junior middle school students’parenting style is significant on five factors:parents’punishment, parents’refused and denied, and father’s over protection. The study also found that the monthly income difference in the parents’refused and denied is significant, there is a significant parents’educational level differences on each factor of father parenting style and two factors of mother parenting style:mother’s warm and understood, and refused and denied.2.The gender difference in the junior middle school students’effort attribution is significant, girls are better than boys in effort attribution. There also is a significant grade difference in effort attribution, the points of effort attribution in grade three are higher than grade one.3.The gender difference in the junior middle school students’academic self-efficacy is significant, the points of academic self-efficacy in girls are higher than boys.4.Junior middle school students’academic self-efficacy has a significant positive correlation with parents’warm and understood. The negative parenting style, such as parents’punishment and father’s refused and denied, has a significant negative correlation.5.Junior middle school students’academic self-efficacy and ability attribution, effort attribution shows a significant positive correlation, and has a significant negative correlation with situational attribution and attribution of luck.6.Junior middle school students’parenting style of parents’warm and understood has a significant positive correlation with ability attribution and effort attribution, parents’punishment, parents’refused and denied has a significant negative correlation with effort attribution.7.Parenting style has predicted effect on academic self-efficacy. Among them, father’s warm and understood parenting style significantly forecast academic self-efficacy in a positive way, and father’s refused and denied parenting style significantly forecast academic self-efficacy in a negative way.8.Attribution style has predicted effect on academic self-efficacy. Among them, junior middle school students’ability attribution and effort attribution significantly forecast academic self-efficacy in a positive way, and situational attribution significantly forecast academic self-efficacy in a negative way.9.Parenting style has predicted effect on attribution. Among them, father’s warm and understood parenting style significantly forecast ability attribution, and mother’s over protection significantly forecast ability attribution in a negative way.10.Parenting style and attribution have predicted effect on academic self-efficacy. Among them, the junior middle school students’ability attribution, effort attribution and mother’s warm and understanding significantly forecast academic self-efficacy in a positive way. Mother’s punishment parenting style and situational attribution significantly forecast academic self-efficacy in a negative way.