The Relation Among Middle School Students’ Locus Of Control, Academic Self-efficacy And Learning Adaptability

Nowadays due to the competition in our society becoming harsher and harsher, learning adaptability has a huge influence on students’ learning abilities and futures. Middle school students’ learning adaptability tightly relates with their physical and psychological health. Aiming at the problem of middle school students’ learning adaptability, this research adds this variable quantity, “achievement self-efficiency sense”, into the study of the relation among middle school students’ locus of control, achievement self-efficiency sense and learning adaptability, in order to probe into the function of middle school students’ learning adaptability to the other two factors. This research, which takes the integrated method of document analysis, interview and questionnaire survey, as well as other statistical method, such as chi-square test,T test, Spearman relevant analysis and regression analysis, studies 600 students in 4 middle schools in Guizhou Province through questionnaires, using work locus of control scale, academic self-efficacy scale and learning adaptability scale as measuring tools. The result indicates as following:(1)It has an overt difference among locus of control,learning method, learning attitude, and learning environment for middle school students; but less obvious difference of thirst for knowledge, achievement self-efficiency sense and learning adaptability is observed. The total points between male and female middle school students have an obvious discrepancy among locus of control, learning attitude, thirst for knowledge, learning environment, learning adaptability, study behavior self-efficacy, and academic achievement self-efficiency sense; rather a less obvious one between learning method and study ability self-efficacy. The total points between only child and non-only child have an obvious discrepancy among study behavior self-efficacy, achievement self-efficiency sense, learning method, and learning attitude; rather a less obvious one among locus of control, self-efficacy to learning ability, learning adaptability, and other factors.(2)Different locus of control among middle school students has an obvious difference in learning adaptability, as well as in academic self-efficacy sense.(3) For middle school students, the academic self-efficacy sense has a negative predication effect to locus of control; academic self-efficacy sense has an overt negative predication effect to learning adaptability.