Research On The Training Of Self-efficacy Of Junior Middle School Students

This research adopts the academic self-efficacy scale compiled by Liang Yusong etc, having carried investigation and study on nine classes at a middle school in Baotou city, in addition, two homogeneous second-grade junior middle school students arc implemented experiment study, one of them as experimental group are carried out academic self-efficacy group guidance, another as control group are still conventional teaching mode.The results shows that:1.A11 students are characterized by study ability self-efficacy significantly higher than study behavior self-efficacy; 2.Academic self-efficacy has significant difference in gender,boys’study ability self-efficacy is higher than girls’, while study behavior self-efficacy is inferior to girls’; 3.Study ability self-efficacy has significant difference in grade, First-grade junior middle school students are higher than second-grade students and third-grade students on study ability self-efficacy, as well as second-grade students and third-grade students are not significantly different, what’s more, study behavior self-efficacy has not significant difference in grade; 4.Academic self-efficacy has significant difference on whether it is one-child, one-child individual’s study ability self-efficacy is significantly higher than the none-one-child individual’s, but is inferior to the none-one-child individual on study behavior self-efficacy; 5.Academic achievement has significant positive correlation with study ability self-efficacy and study behavior self-efficacy; 6.After the academic self-efficacy group guidance intervention, the experimental group is higher than control group on study ability self-efficacy and study behavior self-efficacy; at the same time, the experimental group’s academic achievement is superior to control group’s, that is, the effect of group guidance is remarkable.