The Effect Of School Belonging On The Academic Self-efficacy Of Junior High School Students

The leading activity of junior high school students is learning.Improving their academic self-efficacy is the key to improve their academic performance.According to the previous theories and studies,this study believes that students belonging to school,emotional perception and management ability and self-esteem has a great impact on students' academic self-efficacy.Therefore,from the three factors of school belonging,self-esteem and emotional intelligence to explore their impact on the academic self-efficacy of middle school students.In this study,681 students from four middle schools in Shaanxi Province were investigated with The School Belonging Scale,Two-dimensional Self-esteem Scale,Emotional Intelligence Scale and Academic Self-efficacy Scale.Analyze the collected data through spss21.0,the following conclusions are obtained:(1)The sense of school belonging of junior high school students is in the upper middle level,and there are significant differences in grade variables;The self-esteem of junior high school students is in the upper middle level,and there are significant differences in gender,student source and whether they are class cadres;Junior high school students' emotional intelligence is in the upper middle level,and there are significant differences in grade variables;The academic self-efficacy of junior high school students is in the upper middle level,and there are significant differences in grade,student source and whether they are class cadres.(2)Junior high school students' school belonging,self-esteem,emotional intelligence and academic self-efficacy are significantly correlated.(3)The self-esteem of junior high school students plays a part of intermediary role between school belonging and academic self-efficacy.(4)Emotional intelligence of junior high school students plays a part ofintermediary role in the relationship between school belonging and academic self-efficacy;(5)Junior high school students' self-esteem and emotional intelligence play multiple mediating roles in the relationship between school belonging and academic self-efficacy.