A Study On The Relationship Among Junior School Students’ Self-efficacy,Fear Of Failure And Academic Self-handicapping And Their Intervention

Compared with the higher education,domestic middle school learning state is fairly different,where students have little time at their own disposal.Such rigid learning environment is beneficial to improve their leaning efficiency,but if the emotional behavior problems aren’t get due attention,many psychological problems will arise at a large degree,which manifest themselves in all kinds of bad learning behaviors,and low self-efficacy,excessive fear of failure consequences and self-handicapping behaviors belong to bad students learning performance due to high intensity learning rhythm.It is common in daily life that students in academic situations,adopt the self-handicapping strategies of lower achievement motivation or self-abandonment.For instance,before exams,they don’t learn hard or claim that they feel uncomfortable so as to reduce or avoid bad performances,then they have negative emotional experience.However,if this goes on in the long run,it is bound to cause a lot of emotional problems and negative effects and other adverse consequences,which is not conducive to the physical and mental health development of students.Therefore,it is of certain positive significance to explore the influencing factors of junior school students academic self-handicapping so as to promote the mental health of them.This study is divided into two parts: quantitative study and group counseling intervention study.For the first study,746 junior school students were tested for self-efficacy,fear of failure and academic self-handicapping questionnaire,aiming to explore the current situation of academic self-handicapping,and the relationship among self-efficacy,failure fear and academic self-handicapping,and to test the intermediary role of fear of failure in junior school students self-efficacy and academic self-handicapping.Then,based on the data and conclusions of study 1,study 2 designed the group counselling activity of the fear of failure according to the relevant theory and set the experimental group and the control group.The experimental group was intervened by group counselling activity while the control group wasn’t get any form of intervention,then after the end of group counselling the results of the two subjects were compared in terms of before-test and post-test as well as tracking test.Finally,combining with the two parts of study,the following main conclusions are drawn:（1）The mean value of academic self-handicapping in junior school students is2.2,less than the theoretical mean of 3,indicating that the overall level was at a lower moderate level,and there are significant differences in demographic variables such as gender and grade.（2）There are significant correlation among self-efficacy,fear of failure and academic self-handicapping;self-efficacy enables negative prediction of failure fear;failure fear positive prediction of academic self-obstruction;and self-efficacy negative prediction of academic self-handicapping.（3）The fear of failure of junior school students plays a intermediary role in self-efficacy and academic self-obstruction.The self-efficacy of junior school students can not only directly affect academic self-handicapping,but also indirectly affect academic self-handicapping through fear of failure.（4）Group psychological counseling on the theme of failure fear had a certain intervention effect.The fear of failure in the experimental group was significantly reduced,and the academic self-handicapping situation was improved.