Development Ofinterpersonal Communication Self-efficacyofjunior Middle Schoolstudentsand Its Influencing Factors

(1)The junior high school students’ family function,active personality and interpersonal self-efficacy are all on the upper middle level.(2)There is no significant difference in gender in each dimension of family function of junior high school students.There are significant differences in whether problem solving,communication,role,emotional response,emotional intervention and overall function are class leaders;problem solving,communication,role There are significant differences in birthplaces,behavior control,and total functions;problem-solving,communication,emotional intervention,and total functions are significantly different at the father’s cultural level;there are significant differences in roles and total functions at the mother’s cultural level(3)There are no significant differences in the active personality of junior high school students in terms of gender and mother’s cultural level,and there are significant differences in whether they are class leaders,birthplaces,or fathers’ cultural level.(4)There is no significant difference in gender in interpersonal communication self-efficacy among junior high school students,and there are significant differences in whether they are class cadres,birthplaces,father’s cultural level,and mother’s cultural level.(5)Interpersonal communication self-efficacy of junior high school students was relatively stable during the 4-month follow-up period,and thechange was not significant.(6)The family function,active personality,and self-efficacy of interpersonal communication with T1 and self-efficacy of T2 interpersonal communication were significantly correlated in pairs.(7)The family function of junior high school students can stably affect the self-efficacy of interpersonal communication.(8)The active personality of junior high school students plays a stable intermediary role in the effect of family function on interpersonal self-efficacy.