A Intervention Study For Learning Behaviors Of Junior High School Students In School Transition

For individuals, it is a turning point when entering a middle school from a primary school both physically and psychologically. They will generate a fresh feeling that they have never experienced before, especially confronting a new environment, new teachers, classmates and subjects.As a result, they have to deal with different schedules and tasks. With subjects increased, difficulty of study raised, time on study prolonged and more exams, learning behavior has been played a more and more important role in students’ physical and mental development and academic achievement as well. Learning behavior is a typical behavior that students take initiative to adapt to the academic situation throughout learning activities. As studies manifested, students’ learning behaviors have a close relationship with their perceived self-efficacy of learning and time management disposition,etc. Unfortunately, what we have in studies is not complete and thorough yet. An intervention trial has not been carried out from the perspective of comprehensively improving students’ learning behaviors. This field remains to be further developed, which requires more practical training program and intervention trials. The purpose of the study is to examine the key factors such as perceived self-efficacy of learning and time management disposition influenced on individuals’ learning behaviors, to design a scientific group counselling on students, improving the adaptability and healthy development of the freshman on turning points.Method:First, in order to examine the learning behaviors of middle school students during the turning points, Learning Behaviors Questionnaire, Time Management Disposition Scale and E-Learning Self-Efficacy Scale are utilized in this study. Second, based on the analysis and reorganization of the studies and teachers’ interviews, a group psychological counseling program is designed for the learning behaviors of middle school students in turning points. Third, examinees are recruited and selected, and the experimental group are conducted intervention trial for 8 times without the interference of the control group. After measuring the experimental and control group before and after the experiment, conducting repeated variance analysis before and after the questionnaires, this study analyzes the interventional effect of group psychological counseling program on middle school students’ learning behaviors.Results:First, the performance of students’ learning behaviors, time management disposition and perceived academic self-efficacy need to be improved in the turning point. In addition, time management disposition and perceived academic self-efficacy can be used to predict learning behaviors remarkably. Meanwhile, according to data, the time and group of examinees’ learning behaviors, time management disposition and perceived academic self-efficacy shows a significant interaction. A group psychological counseling program that involves time management disposition and perceived academic self-efficacy enable middle school students to effectively improve their learning behaviors in the turning point.