Residential School And Day School Junior High School Students’ Self-efficacy And Social Anxiety Research

Nowadays, a lot of parents take their children who just come to the adolescent period to go to the residential schools. So there is a question: We know the junior middle school students are different in different environment condition. There is the different self-efficacy and social anxiety between students in residential junior high school and day junior high school, what causes these effects? This study uses the purpose convenience sampling method from residential junior high school and day junior high school in Guiyang city. Choosing two classes students(206) from these schools finish general self-efficacy scale(GSES) and social anxiety scale(LSAS) survey. We recover 206 questionnaires, and have 206 valid questionnaires. Through the SPSS20.0 software independent sample T test and variance analysis concluded that: 1、In different schools, junior high school students’ self-efficacy scores have no significant differences in the different gender, whether the one-child, the different kinds of supporters. And, in a residential school, junior high school students’ self-efficacy scores also are not significant in the different education background supporters. 2、In different schools, junior high school students’ social anxiety scores have no significant difference in whether the one-child, the different kinds of supporters and the different education background supporters. And, in a residential school, junior high school students of different gender social anxiety scores hove no significant.3、On the gender variable: in residential school, the boys social anxiety is significantly greater than the girls social anxiety. 4、On the supporter’s education background variables: in a residential school, is significant difference. And the students self-efficacy scores whose supporter’s degree for PHD is the lowest. 5、Junior middle school students’ self-efficacy and social anxiety in different schools have significant differences: the residential school students’ self-efficacy is significantly greater than the day school students’ self-efficacy, the residential school students’ social anxiety is significantly less than the day school students’ social anxiety.This shows that in Guiyang city, junior middle school students in the collective life improve more self-efficacy and interpersonal skills. But to focus on the effects of highly educated the supporter to the student. And we should pay more attention to residential school male students in interpersonal communication.