The Effect Of Middle School Students’ Genera Self-efficacy On Classroom Problem Behavior: The Mediating Effect Of Coping Style

In order to explore the general self-efficacy of middle school students and the middle school levels commonly used coping styles, and if they will affect classroom problem behaviors.This study surveyed 610 middle school students using the three scales: General Self-Efficacy Scale(GSES), simple coping scale(SCSQ), and the middle school classroom problem behavior questionnaire. The study preliminarily analyzed the characteristics and differences among high school students in aspects of the general sense of self-efficacy, coping ways and classroom problem behaviors. It also explored the relationship between the self-efficacy and the classroom misbehaviors, and enriched the theory of self-efficacy and classroom misbehaviors. Specific results are as follows:(1)There are significant differences in terms of gender in the general self-efficacy. Boys are higher than girls. Grade One students of junior high school and senior high school, are higher than the other grades. With the growth of grade school students in general self-efficacy compared to the starting grade declined.(2) The girls prefer to use positive coping styles, the boys prefer to choose negative coping style; on the high school and junior high school, the high school students more choices proactive coping.(3) Family conflicts arise more student classroom behavior problems, the emergence of non-starting grade more behavioral problem behavior, the boys appear more cognitive classroom behavior problems. The personality type classroom problem behavior and emotional type of classroom behavior problems are no significant differences in gender, grade and so on.(4) Active coping style of classroom behavior problems have negatively predicted negative coping style of classroom behavior problems have positive effect. That is, positive coping style can reduce the chance of classroom problem behavior occurs, the probability of negative coping style can cause increased classroom behavior problems.(5)The general students with high self-efficacy in the face of difficulties or problems, are more willing to take an active coping style, fewer classroom problem behavior occurs. The general sense of low self-efficacy of students, then get more use of negative coping style, more classroom problem behavior occurs.In short, the study shows that the general self-efficacy and coping styles combined effect of middle school classroom problem behavior, general self-efficacy either directly affect classroom behavior problems, or indirectly through the impact of classroom behavior problems coping..For questions and case studies found, we propose the following educational suggestions: First, we should pay attention to the students in general self-efficacy, with particular emphasis on improving girls’ sense of self-efficacy in general. Second, pay attention to guide students to use active coping strategies to reduce the use of negative coping students the chance, finally, to advance to prevent the occurrence of problem behaviors of students in class.