Investigation Of Learning Subjective Well-being,Academic Self-efficacy And Learning Engagement In Senior High School Students

With the progress of the times and the development of society,the group of high school students has been under the pressure of the college entrance examination in the face of fierce social competition.The concern for senior high school students' mental health has become the mission of educators.The purpose of this study is to explore the relationship between high school students' subjective well-being,academic self-efficacy,and learning engagement through a questionnaire survey,and further explore the predictive effect of learning subjective well-being and academic self-efficacy on learning engagement.This study reveals the mechanism of its effect,and provides psychological basis for improving senior high school students' subjective well-being,enhancing academic self-efficacy and enhancing learning engagement.In this study,"learning subjective well-being questionnaire" "academic self-efficacy questionnaire " and “learning involvement questionnaire” were used to investigate the high school students in Hebei province.The purpose of the study is to investigate the current situation and differences in the subjective well-being of the high school students,the academic self-efficacy and the learning engagement,and to explore the relationship between the three,and to further supplement and improve the learning subjective well-being,the academic self-efficacy and the sense of self-efficacy.Through this study,it is found that the high school students have individual differences in the three aspects of learning subjective well-being,academic self-efficacy and learning motivation,and there is a significant correlation between the three.(1)The overall level of subjective well-being of senior high school students shows a moderate level.The students' learning subjective well-being is significantly higher than that of the boys;The difference is not significant with the only child.There is no significant difference between different regions and grades.(2)The overall level of academic self-efficacy of senior high school students is at a slightly higher level,and individual development is relatively balanced.The level of schoolboy academic self-efficacy is significantly higher than that of female students;The difference is not significant with the only child in academic self-efficacy.There is no significant difference in academic self-efficacy between senior high school students in different regions.The level of academic self-efficacy of senior high school students in different grades is increasing with the increase of grade,and the difference is significant.(3)The overall level shows a moderate level.There are significant differences between male and female in learning engagement and its various dimensions in high school,girls are significantly higher than boys.Non-only children are higher than only children in learning engagement.High school students from rural areas have higher learning input than high school students from cities and towns,and high school students in different regions have special significant differences in learning engagement.The learning engagement level of senior high school students in different grades is no significant difference.(4)There is a significant positive correlation between learning subjective well-being and total score of learning engagement.The learning negative experience dimension of learning subjective well-being is negatively correlated with the dimensions of learning engagement.There was a significant positive correlation between learning engagement and academic self-efficacy scores and all factors.There is a significant positive correlation between learning subjective well-being and academic self-efficacy scores.The negative learning experience dimension of learning subjective well-being was negatively correlated with the dimensions of academic self-efficacy.(5)Learning subjective well-being and academic self-efficacy predict learning engagement.