A Study On The Relationship Between Parental Rearing Styles And Academic Self-efficacy Of Junior High School Students

Academic self-efficacy is a kind of ability of judgement and self-expectation of students on their activities.It involves their self-assessment ability is enough to support them to complete a certain academic task and whether they can choose the right and effective method to continue a certain learning behavior and so on.As an internal motivation,academic self-efficacy will not only affect student's academic result,but also affect student's future self-cognition and even their life attitude.With the continuous improvement of China's economic construction and development in recent years,family education,as the first environment for students since birth,has attracted more and more attention from family,school,society and educational research institutions.Starting from the parenting style in family education,this study explores the relationship between parenting style and students' academic self-efficacy.The study adopted the Family Parenting Style Evaluation Scale(EMBU)revised by Yue Dongmei and the Academic Self-efficacy scale revised by Liang Yusong.In this study,230 junior high school students from a county middle school in Anshan city,Liaoning province were selected for the questionnaire survey.The researchers used a questionnaire survey and interviewing method.Through investigation and interview,adopting the statistical approach of independent sample T test,signal factor analysis of variance,regression analysis discussed the relationship between the two.We are aim to understand the current status of parenting styles of junior high school students.To explore whether gender and grade factors have significant influence on the evaluation of parenting style and the cognition of academic self-efficacy.And the relationship between parenting and academic self-efficacy.The results of the study are as following:1.The parenting styles of junior high school students are quite different in two factors: fathers' warm and understanding,mothers' excessive interference and overprotection.2.The boys' scores of the punishment and severity of the father were significantly higher than the girls' scores.The girls' scores significantly higher than the boys' in the factors of the mothers' warm and understanding,mothers' over-interference and over-protection,mothers' rejection and denial of mother.3.The scores of grade one students and grade three students were significantly higher than those of grade two student in the factors of the fathers' emotional warmth and understanding,mothers' excessive interference and overprotection.The scores of fathers' interference and fathers' rejection and denial were significantly higher than those of grade two and grade three.4.At present,the development level of junior high school students' academic selfefficacy is generally high.The development level of learning ability efficacy is higher than that of learning behavior efficacy.5.The self-evaluation score of boys in learning ability and self-efficacy is significantly higher than that of girls.6.The level of academic self-efficacy and its two factors of students in grade three are significantly lower than those in grade one and grade two.7.Positive type factors of parental rearing style are positively correlated with students' academic self-efficacy and their factors.Among the negative parenting style factors,except the factor of fathers' overprotective has no significant correlation with academic selfefficacy and its factors,other factors are mostly negatively correlated with academic selfefficacy and its factors.Then,by sorting out the interview records,this paper selects three points to analyze the current situation and seek advice from the experience of atmosphere,father and mothers' intervention in children's education,and teachers' treatment of students with low academic self-efficacy.Finally,the study gives suggestions from three aspects: parents,schools and students.1.Parents should improve the quality of company with their children;Adopt positive parenting style;Conduct diversified evaluation on children's growth;Respect and help build your child's interests.2.Teachers attach new importance to home-visiting;Help students to set reasonable learning goals;To re-establish the authority of “post-2000” teachers;Pay attention to transition period and the third exam pressure relief.3.Student should have a correct understanding and evaluation of themselves and learn to make correct attribution of learning results;Exercise mental toughness,learn to build a social support system.