Experimental Research On Influence Of Different Goat Setting To Self-Efficacy And Dig Score In The Process Of Learning Volleyball Of Junior High School Students

In order to investigate the impact of different goal setting for self-efficacy and dig score of junior high school students,and exploring internal mechanism and reason of the effects,used to literature,expert interviews,psychological measurement,experimentation,logical and mathematical and so on,this study discusses the impact of different goal setting for self-efficacy and dig score of junior high school students based on carding goal-setting theory,self-efficacy theory and its application in physical education,providing a reference for improvement of self-efficacy of junior high school students and enhancement of teaching effect of dig of junior high school.In this study,the research subject is the impact of different goal setting for selfefficacy and dig score of junior high school students,the experimental subjects are 80 volunteers of two,three,four and seven of first grade in beijing first-six-six middle school.Among them,the group of short-term goal has 20 persons,the group of long-term goal has 19 persons,the group of combined short with long goal has 20 persons,and the group of not provided goal has 21 persons.Experimental time is 12 weeks,testing three times,namely before experiment,mid-term experiment(6 weeks)and post experiment(12weeks).Before experiment,body shape,physical fitness and self-efficacy,dig score of the subjects of different group presented no significant difference,and the subjects has better homogeneity.After 6 weeks and 12 weeks of teaching experiment,the students have completed the general self-efficacy and self-dig test,included self-efficacy level,selfcushion quantization score and skill score.the results show that:(1)Before and after the experiment,self-efficacy of junior high school students has significant statistical difference,and with the prolonged experiment,the increase rate of its self-efficacy level gradurally increases.The group of combined short with long goal and short-term,long-term and not provided goal has significant difference.Short-term and long-term,not provided goal has no significant difference.The level of self-efficacy of the group of combined short with long goal has bigest increasing rate,and the difference of increasing rate of other groups is not obvious.(2)Before and after the experiment,self-dig quantify score of junior high school students have been significantly improved,and there is significant difference statistically.In the midterm experiment,the increasing rate of short-term goal and combined short with long goal were significantly higher than the long-term group and not provided goal group.In the latter of experiment,short-term group and long-term group have the same increasing rate.However,the group of combined short with long goal in terms of self-dig score has the bigest increasing rate.(3)Before and after the experiment,self-dig score of teachnical assessment of junior high school students have been significantly improved,and there is significant difference statistically.the group of combined short with long goal and short-term group,not provided group has significant difference,however,the former and long-term group has no significant difference.In terms of increasing rate,the group of combined short with long goal occupies a distinct advantage,while short-term group and not provided goal group are relatively backward.(4)Given the impact of different goal setting for self-efficacy,self-dig score of quantify and teachnical assessment of junior high school students,combined with the short-term goal and long-term goal is the most effective teaching method and mean of improved self-efficacy and self-dig score of junior high school students.