Research On The Relationship Among Perceived Social Support,Academic Self-efficacy And Middle School Students' Academic Achievement

Improving the quality of education and teaching is not only a strategic issue concerned by all countries in the contemporary world,but also a hot issue concerned by all sectors of society.There are many indicators to measure the quality of education,but students` academic achievements is the indicator most concentrated,convenient and recognized by society.How to improve students' academic achievements has become the focus of schools,teachers,students,parents and even all society.In the full lifetime,the period of middle school is a special stage,which is a time of rapid development of students' physiology,psychology and social skills,and also a critical and transitional period for the development of students' learning ability after entering the middle school.Due to the imbalance of the physical and mental development of adolescent students,which indirectly affects their learning behavior,academic achievements starts to differentiate.Therefore,it is urgent for teachers and parents to pay close attention to the psychological development of students,follow the law of students' physical and mental development,and take effective measures to help students improve their academic achievements.There are many factors that affect students' academic achievements,and the most critical factor is students' internal psychological factors.Only by understanding students' internal psychological mechanism and rules in the learning process,can students' academic achievements be improved scientifically and effectively.Through a large number of studies researchers have found that perceived social support,academic self-efficacy both are very important psychological variables affecting academic achievement,in order to study the relationships among perceived social support,academic self-efficacy,academic achievement and the mechanism of influence,this study adopted Perceived Social Support Scale revised by Jiang Qianjin,Academic self-efficacy Questionnaire complied by Liang Yusong and collected students` academic achievements from their latest important examination,the participants were 533 students from three middle schools in the city Hanzhou of Shaanxi Province.The data were processed with the software of SPSS23.0.The conclusions of this study are following.1.The overall level of perceived social support for students in junior school is medium,rom resources the score of peer support is highest.For total scores of PSS and scores of each dimension there was no significant difference in sex but in grades and places of schools,and PSS of junior students is positively correlated with their academic self-efficacy and academic achievements.2.The overall level of academic self-efficacy for junior students is medium.For total scores of PSS and scores of each dimension there was no significant difference in sex but in grades and places of schools,and PSS of junior students is positively correlated with their perceived social support and academic achievements.3.There are positive correlations among perceived social support,academic self-efficacy and academic achievements.Academic self-efficacy plays a partial mediating role between perceived social support and academic achievements.Suggestion: Teachers and parents should pay attention to the key turning stage of the development of middle students` psychology and the maximum of middle students` thinking,follow the law of middle students` physical and mind development,adopt scientific and effective,targeted education strategy,to create a good psychological environment for middle students,and by improving the students' level of PSS,academic self-efficacy,to improve middle students` academic achievements,train middle students` sustainable development of mental ability.1.The faculty of middle schools should innovate their educational concepts and attach importance to improving students' academic achievements by enhancing their level of PSS and academic self-efficacy.2.In the process of improving the level of junior students` PSS and academic self-efficacy should motivate students' peers,teachers and families.3.Focus on the improvement of the level of PSS and academic self-efficacy of middle school students from rural areas.4.Individualized education and counseling should be adopted for students of different grades and students who have poor academic achievements.