A Research On The Relationship Among Time Management 0Rientation, Academic Self-efficacy And Learning Engagement Of Rural Left-behind Junior Middle School Students And Educational Strategies

Learning investment is a new field of positive psychology research.In recent years,domestic scholars have begun to pay attention to this research field,but most of the research subjects are ordinary middle school students.There are few studies on rural left-behind junior high school students.With the expansion of the size of rural left-behind children,the study of the time management tendency,academic self-efficacy and learning input of rural left-behind junior high school students is carried out to improve their ability to manage time,enhance their academic self-efficacy and improve their The level of learning input puts forward corresponding educational countermeasures.Using the "Adolescent Time Management Disposition Scale","Academic Self-Efficacy Sense Scale" and "Learning Input Scale",398 rural left-behind junior high school students(one parent left behind 196,two parents stayed behind 202)and 189 non-left-behind Junior high school students,a total of 587 rural junior high school students to conduct research.This paper analyzes the time management tendency,academic self-efficacy and the characteristics of learning input of rural left-behind junior high school students,and analyzes the mediating role of academic self-efficacy between time management tendency and learning input.The research conclusions are as follows:First,the time management tendencies of rural left-behind junior high school students and their various dimensions are significantly different in grades and class cadres.There is no significant difference in the number of left-behind students in different types of staying,and the first time in the total time management tendency is significantly higher than the third grade.Class cadres are significantly higher than non-class cadres;Second,the academic self-efficacy of rural left-behind junior high school students and their various dimensions are significantly different in grades.There is no significant difference in the number of left-behind students in different types of left-behind students.The first score of academic self-efficacy is significantly higher than that of the third grade;Third,the learning input of rural left-behind junior high school students and their various dimensions are significantly different in grades.There is no significant difference in the number of left-behind students with different types of left-behind students.The first score of the total score of learning investment is significantly higher than that of the third grade;Fourth,there is a significant positive correlation between time management tendencies and academic self-efficacy in rural left-behind junior high school students,a significant positive correlation between time management tendencies and learning inputs,and a significant positive correlation between academic self-efficacy and learning input;Fifth,the time management tendency of rural left-behind junior high school students can positively predict learning input and academic self-efficacy can positively predict learning input;Sixth,the academic self-efficacy of rural left-behind junior high school students has a partial mediating role between time management tendencies and learning inputs.