Research On The Relationship Among Learning Subjective Well-being,Academic Self-efficacy And Learning Engagement In Junior High School Students

For junior high school students,learning psychology,is undoubtedly an important part of junior high school students psychology.In recent years,as the social competition is becoming more and more intense,the competition for exams extended to junior middle school students is also becoming more and more intense.Junior middle school students are less and less able to experience the happiness brought about by learning activities in the course of their daily learning activities,can not Experience the pleasure which the study activity brings,has caused the junior high school student to have more and more and more with the study related psychological question.In order to change junior middle school students' learning psychological problems,such as lack of subjective well-being experience,lack of self-confidence in study,lack of study input,etc.,the collected data were quantified to explore the existing levels of subjective learning well-being,academic efficacy,learning engagement,and the relationship between them.Through this research,it has certain significance for supplementing and perfecting the research work of subjective satisfaction,academic efficacy,learning input and enriching the literature on the relationship among them.The survey through the class as a unit,group sampling,group testing.Unified time,send and receive,oral test requirements,clear attention.The results show that there is a significant correlation among subjective well-being,learning engagement and learning self-efficacy of junior middle school students,and there are significant differences among gender and family variables.(1)The level of subjective well-being of junior middle school students is above middle level.Among them,the level of subjective well-being of male students was significantly higher than that of female students;only-child or no only-child had no significant influence on the level of subjective well-being of junior middle school students;There was no significant difference in the effect on the subjective well-being of junior middle school students.(2)The level of academic self-efficacy of junior middle school students is above middle level.Among them,boys' academic self-efficacy level was significantly higher than girls',and only-child or not had no significant effect on junior high school students 'academic self-efficacy level There was no significant difference in academic self-efficacy among junior high school students from different family locations,but there was significant difference in academic self-efficacy among different grades.(3)The level of learning input of junior middle school students is above middle level.Among them,the level of female students' learning investment is significantly higher than that of male students;the level of only-child's learning investment is significantly higher than that of non-only-child;The level of learning input of rural junior high school students is significantly higher than that of urban junior high school students.(4)The learning subjective well-being of junior middle school students can positively predict the learning engagement,and the negative dimension of learning subjective well-being can negatively predict the learning engagement of junior middle school students;The academic self-efficacy of junior high school students can positively predict their learning engagement level,and the overall academic self-efficacy of junior high school students can positively predict their academic well-being level,the level of the negative dimension of Academic well-being of junior middle school students can negatively predict the level of learning engagement.(5)Academic subjective well-being and learning self-efficacy of junior middle school students can predict the level of learning engagement.