A Study On The Relationship Between Middle School Students' Academic Self-efficacy?Perceived Social Support And Classroom Engagement

This study explores the relationship between academic self-efficacy,perceived social support and classroom engagement among junior high school students.At present,the educational and psychological circles have discussed a lot about the perceived social support and academic self-efficacy,but there are few studies on students class engagement,and there is no literature combining the three to study the mechanism of their joint effect.The results of this study can provide some data for junior high school students to study these factors,and explore from a new perspective how to improve students' class engagement in cognition,emotion,behavior and initiative.In this way,teachers can better understand the students' class engagement situation and factors that influence the students into class to learn how to better promote investment,more effective organization of teaching students in class,and at the same time can improve the level of teachers' classroom management and teaching,to focus on the current students contribute the psychological level.Three scales were used in this study,namely,academic self-efficacy scale(AS-ES),social support scale for children and adolescents(CASSS),and students class engagement scale(SES-4DS).In the test,the scales showed good reliability and validity.The scale of academic self-efficacy includes two dimensions:academic competence self-efficacy and academic behavior self-efficacy.The social support scale for children and adolescents includes four dimensions:support from parents,support from teachers,support from classmates and support from good friends.The scale of students' classroom engagement includes four dimensions:cognition,emotion,behavior and initiative engagement.In the formal study,a total of 443 valid questionnaires were recovered,and SPSS 24.0 and AMOS 17.0 were used for statistical analysis of the scales.The results are as follows:(1)students of grade two and grade three have lower academic ability self-efficacy and academic behavior self-efficacy than students of grade one;Boys' self-efficacy in learning ability and learning behavior was significantly higher than that of girls',and students' academic self-efficacy decreased with the increase of grade.(2)in terms of perceived social support,the support dimension of female students is significantly higher than that of male students,and the perceived social support of students in grade one is higher than that of students in grade two and grade three.(3)in terms of classroom engagement,girls' emotional engagement and behavioral engagement are significantly higher than boys'.Students in grade two and grade three have lower cognitive engagement,behavioral engagement and initiative engagement than students in grade one respectively.Students in grade three have lower cognitive engagement and behavioral engagement than students in grade two.(4)the dimensions of learning ability self-efficacy and learning behavior self-efficacy can significantly predict classroom cognitive engagement;The dimensions of learning ability and self-efficacy can significantly predict students' classroom emotional engagement and classroom behavioral engagement.(5)perceived student support plays a complete mediating role in the relationship between learning ability,self-efficacy and classroom emotional engagement;It is realized that teacher support plays a partial mediating role in the relationship between self-efficacy of learning behavior and classroom cognitive engagement.This study verifies the research hypothesis and concludes that both the academic self-efficacy and perceived social support of junior high school students can significantly positively predict students' classroom engagement,and perceived social support has an intermediary effect on the relationship between the academic self-efficacy and students' classroom engagement.