The Relationship Between Family Function,Interpersonal Relationship Problems And Academic Self-efficacy Of Junior High School Students And Intervention Study

The family and school play a crucial role in the physical and mental development of middle school students.The family provides material and psychological support,and directly influences the development of students.The functioning of the family system directly affects the multidimensional development of students’ knowledge,attitudes,and behavior.Schools implement planned and purposeful education for students and are important occasions for their socialization.The smoothness of relationships between classmates plays a crucial role in the development of middle school students.Learning is one of the most important tasks for middle school students.Academic self-efficacy can reflect students’ judgment of their own learning ability and behavior,and is an expression of academic confidence.Existing research has shown that there are two-way correlations between family functioning,interpersonal problems,and academic self-efficacy,but there is little research on the mechanism by which family functioning affects academic self-efficacy when all three variables are combined.Therefore,this study analyzes the two-way relationships and mediating effects among the three variables,attempting to clarify the mechanism by which family functioning affects academic self-efficacy.Firstly,the study conducted a questionnaire survey using the FAD,the interpersonal relationship comprehensive diagnosis scale,and the academic self-efficacy questionnaire for 705 middle school students from two schools in Nanchong city.The data was analyzed for differences,correlations,regression,and mediating effects using SPSS 26 and MPLUS 8.3.Then 63 students(32 in the experimental group and 31 in the control group)were selected according to the data analysis results for the intervention study.Through six weeks of Non-Violent Communication training,the impact of intervention on the interpersonal problem dimension of junior high school students’ talking with others on academic self-efficacy was tested.The study found that:(1)the family functioning and academic self-efficacy of middle school students in this study were both at a slightly above-average level,while the level of interpersonal problems was slightly below average.(2)There were significant differences in family functioning in terms of demographic variables such as gender,whether or not they were class leaders,whether or not they lived on campus,whether they were from single-parent families,whether they were only children,place of origin,and school nature.(3)Interpersonal problems reached a significant level of difference in terms of gender,whether or not they were class leaders,whether they were from single-parent families,and whether they were only children.(4)Academic self-efficacy reached a significant level of difference in terms of gender,whether or not they were class leaders,whether they were from single-parent families,whether they were only children,place of origin,and school nature.(5)Family functioning was negatively correlated with academic self-efficacy at a significant level(correlation coefficient was-0.44,p < 0.001);interpersonal problems were significantly negatively correlated with academic self-efficacy(correlation coefficient was-0.348,p < 0.001);family functioning was significantly positively correlated with interpersonal problems(correlation coefficient was 0.212,p < 0.001).(6)MPLUS 8.3 testing showed that interpersonal problems had a significant mediating effect between family functioning and academic self-efficacy,with a direct effect value of-1.62,an indirect effect value of-0.236,and a total effect of-1.856.(7)The mediating effect of interpersonal problems was mainly achieved through the dimension of talking with people.(8)Intervention in the dimension of talking with people can significantly improve the academic self-efficacy of middle school students.On this basis,it is proposed to improve the family function of students from single-parent families in rural areas to ensure the healthy academic development of junior high school students.Pay attention to family problem solving and behavior control function play,help junior high school students to improve academic self-efficacy;Strengthen junior middle school students interpersonal distress counseling,boost the establishment of academic confidence;Training and improving junior middle school students’ ability to talk with others,regain academic confidence and other educational suggestions.