Research On The Intervention Of Group Work In The Improvement Of Self-efficacy Of Rural Left-behind Children

With the rapid development of China's economy and the acceleration of urbanization,the economic gap between urban and rural areas has gradually widened.In order to make a living,the vast majority of young and middle-aged people in rural areas choose to work in cities.Because their children can't accompany them,they can only stay in their hometowns for the care of other relatives.As a result,a group of left-behind children has emerged.The long-term absence of parents in the growth and life of children will make them more sensitive and more likely to low self-esteem.It causes their low sense of self-efficacy and further leads to its shortcomings in learning and interpersonal skills,which has an impact on their healthy growth.Taking social learning theory as a starting point,this paper investigates the current situation of self-efficacy of left behind children in Y school.Firstly,the self-efficacy scale is used to measure the self-efficacy of left behind children in grade3 and grade 4 of Y school.Based on the data processing and analysis of the effective scale,it is concluded that their self-efficacy is low.Secondly,interview some left behind children to understand the performance and reasons of the low self-efficacy of left behind children in the school,and evaluate their needs for the improvement of self-efficacy.Thirdly,according to the principle of voluntary registration,eight left behind children are selected to participate in group activities.Guided by the theory of social learning theory,they use the methods and skills of group work to carry out group activities,and evaluate the implementation process and results of group activities.Finally,according to this practical activity,it summarizes and puts forward the prospect.According to the evaluation of the results of this practical work,it can be found that after the group activity,the group activities generally achieved the expected goals.All eight team members found their own advantages in this group activity,adjusted their learning methods and goals,and enhanced their language expression ability and communication skills in the interpersonal communication process.They have mastered some interpersonal communication strategies,strengthened their self-confidence,and improved their sense of self-efficacy in academics and self-efficacy in interpersonal communication.Generally speaking,group intervention to improve the self-efficacy of left-behind children in rural areas is feasible and effective.