The Related Research, Sense Of Self-esteem And Peer Relationship Of Academic Self Efficacy

Academic self-efficacy is the embodiment of self-efficacy in the field of learning, is a kind of subjective feeling, not the individual ability itself. Self-esteem is the individual on their overall value in emotional self-assessment. Peer interaction refers to the same position in group communication, in the same cognitive level of interaction between individuals and the relationship between the behavior. The purpose of this study is to carry on the questionnaire survey of high school students' academic self efficacy, self-esteem and peer relationship, and to explore the relationship between the three and the interaction mechanism. Help us better to understand the academic self efficacy, self-esteem, the level of development of the contemporary high school students peer relationship and related characteristics, rich empirical study of academic self efficacy. In order to enhance the research of academic self-efficacy, self-esteem, high school students peer relationship to provide psychological basis, so that students can learn actively and healthily.The research on academic self-efficacy, self-esteem, peer relationship of literature reading and sorting on the basis of selecting suitable questionnaire "friendship quality scale", "self esteem scale", "high school students' academic self efficacy scale", A sampling, a total of 356 high school students as the subjects, data were collected by questionnaire in Xiao Gan City, Hubei Province, and the recovery of the data were analyzed by SPSS16.0. Thus the status of high school students' academic self-efficacy, self-esteem and peer relationship, and to reveal the relationship between them. Through the analysis of the data, draw the following conclusions:(1) the high school students academic self-efficacy level is good.(2) the sense of academic self-efficacy scores in gender, grade, address of home, whether the one-child, whether there is a left behind children, father's educational level, mother's educational level and other variables have no significant difference. There are significant differences in the types of classes, the experimental class is significantly higher than that of the parallel class. There are significant differences in the types of classes, the experimental class is significantly higher than that of the parallel class. Academic self-efficacy has a significant effect on learning, self learning in general, the whole good, and good are significantly higher than that of overall poor; The whole self that learning good students' academic self-efficacy is significantly higher than that in general the overall self study students.(3) high school students hold high self worth. In the demographic variables, in the grade, the situation of self overall learning,educational degree of father and other variables.(4) the average values are higher in high school students peer relationship than each part of the score, which show a positive relationship.(5) the peer relationship in gender, grade, home address, father's educational level, mother's cultural degree, situation of learning recognized by themselves, class type variables. whether the one-child, whether there are boarding experience, have left behind experience and other variables, have no significant difference.(6) self-esteem and study ability self-efficacy, study behavior self-efficacy are significantly positive correlated.(7) there is a significant positive correlation between academic self-efficacy and peer.(8) self-esteem is negative correlated with peer relationship of negative friendship, and positive correlated with positive friendship.(9) self-esteem can predict the dimensions of academic self-efficacy; self esteem, conflict and betrayal, affirmation and concern can predict study ability self-efficacy; self-esteem, help and guidance, negative, positive and relations can predict the academic behavior self-efficacy.(10) self-esteem plays a partial mediating effect on affirmation and ca, help and guidance and academic self-efficacy.According to conclusion of the study, the following suggestions are put forward to improve mental health education in high school:(1) to increase students' success experience(2) choose a reasonable target and example(3) regulate students' self-esteem level(4) according to the different individual students to teach students in accordance with their aptitude(5) to change the traditional teaching methods to stimulate students interest in learning(6) the combination of family education and school education(7) parents should improve their cultural accomplishment...