Correlation Test And Application Of Self Efficacy Between Parental Rearing Patterns Motivation Effect And The Junior High School Students' Personal Achievement

The image of "hope one's children will have a bright future,.Hopes for the daughter to grow up into a phoenix" reflects that parents have strong expectations for the child's development prospects.Existing research has focused on the relationship between non-intellectual factors such as self-esteem and emotions and achievement motivation.Unfortunately,these studies have overlooked the question:How can a person who does not have self-confidence in their ability have high achievement motivation?Then,self-efficacy is one of the internal factors.Whether it is also influenced by external factors,parental rearing style and acting motivation is a question worth studying.According to the hypothesis,if the sense of self-efficacy does play an intermediary role in it,then this will be of great help in further investigating how to improve the student's achievement motivation.Around this goal,the researchers conducted the following two studies:In study one,the academic self-efficacy scale,the family parenting style questionnaire and the achievement motivation scale were used to investigate and analyze the status quo of junior high school students' academic self-efficacy,parental rearing style and achievement motivation and their relationship.Study two,combined with the main influencing factors of self-efficacy,designed a group counseling program to improve the academic self-efficacy of junior high school students and implemented intervention research.The two studies combined led to the following main results:(1)The achievement level of junior high school students is generally good.In pursuit of the dimension of success,boys are higher than girls.In terms of differences in parental qualifications,mothers with lower academic qualifications have higher motivation for their children.(2)At present,the academic self-efficacy of junior high school students is generally low.Among them,Highly educated fathers scored higher in their children's academic self-efficacy dimension.while highly educated mothers had higher mean scores in learning behavior self-efficacy.(3)The parental rearing style of junior high school students was significantly higher than that of fathers in terms of caring factors and control factors.Mothers with secondary or vocational qualifications will perform better in encouraging self-directed factors.(4)There is a positive correlation between parental care factor,motivational autonomy factor,achievement motivation and academic self-efficacy.There is a negative correlation between parental control factor and achievement motivation and academic self-efficacy.(5)The academic self-efficacy of junior high school students plays an intermediary role in parental family rearing style and achievement motivation.Parental care and encouragement of independent factors in parenting style will enhance achievement motivation through their academic self-efficacy and parents The control factor will reduce the achievement motivation through the decline of academic self-efficacy.(6)After group counseling to interfere with students'academic self-efficacy,the academic self-efficacy and achievement motivation of the experimental group members were significantly improved compared with the pretest,and there was no significant difference in the control group without intervention.(7)By comparing the semester's pre-term test and final exam results,it was found that the experimental group's scores were more pronounced than those of the control group.This study draws three conclusions:(1)Junior high school students' academic self-efficacy,parental care factor,and encouragement autonomy have a positive predictive effect on achievement motivation.(2)The academic self-efficacy of junior high school students plays an intermediary role in parental family rearing style and achievement motivation.(3)Through group counseling,students' academic self-efficacy can be improved and their achievement motivation and academic performance can be effectively improved.From this we can see that this study has achieved good results through targeted intervention and is an effective means to improve the academic self-efficacy of junior high school students.