A Research On The Relationship Among Social Support,Attribution Style And Academic Self-efficacy Of Pupils In Senior Grades And Educational Strategies

With the increasing of their academic tasks,pupils in senior grades needs more mental support.Perceived social support is the subjective evaluation of one's social support,its means someone who feeling to be understand and support and the satisfaction of it.when the level of perceived social support is high,it can enhancing the sense of self-efficacy,and make us more active in learning.Meanwhile,with the increasing of success or failure experiences in learning situations,how to attribute the academic success or failure has a significant impact on pupils' academic performance and physical even mental health.Academic self-efficacy refers to the students' subjective judgment on whether he or she can complete the tasks in the process of learning.It is the expression of self-efficacy in the field of learning.This study selected 1000 students in senior grades from two urban primary schools and two rural schools in Luoyang.Using the Perceived Social Support Scale,Multidimensional-Multidirectional Attribution Scale,and Academic Self-efficacy Scale to collectively test participants.SPSS22.0 was used for descriptive statistics,independent sample T test,correlation analysis,regression analysis and mediation effect test.The conclusions are as below:(1)The overall level of perceived social support of pupils in senior grades is in the middle level,and there are differences in gender,grade,age,parents' educational level and class cadres' experience.(2)The attribution style of pupils in senior grades is mainly attributable to internal control,and different gender,grade,age,parents' educational level and class cadres' experience(3)The overall status of academic self-efficacy of pupils in senior grades is good,and there are differences in demographic variables such as age,parents' educational level and class cadres' experience.(4)There are significant correlations among perceived social support,attribution style and academic self-efficacy of pupils in senior grades.(5)Both internal attribution and external attribution partially mediates the two variables of perceived social support and academic self-efficacy,which indicates that perceived social support of pupils in senior grades can directly affect their academic self-efficacy,but also indirectly affect their academic self-efficacy through attribution.The study explores the relationship among perceived social support,attribution style and academic self-efficacy of pupils in senior grades,and puts forward relevant educational suggestions and strategies such as: improving pupils' perceived social support level in multiple ways;guiding pupils to form positive attribution style;and enhancing pupils' academic self-efficacy.