Study On The Status,influencing Factors And Intervention Of Independent Learning Of Junior Middle School Students In Migrant Children’s Schools

The purpose of this study is to explore the status quo and influencing factors of autonomous learning of children who move with them,and on this basis,adopt intervention research to promote autonomous learning of children who move with them by improving their sense of belonging to school and their sense of academic self-efficacy.This study contains two child study,the use of "learning autonomy scale","academic self-efficacy scale and school belonging scale of middle school students" ",select two trailing in hefei in anhui province children school school,a school for children of trailing in wuxi city,jiangsu province,randomized cluster sampling,a total of recycling effective questionnaire 1149,through the analysis to the result of the investigation,To explore the relationship and internal mechanism among school belonging,academic self-efficacy and autonomous learning.The results are as follows :(1)the overall level of independent learning of the children living with them is close to the theoretical median.In terms of gender,there is a significant difference in academic self-efficacy.Boys score significantly higher than girls in the dimension of self-efficacy of learning ability;There is no significant difference in school belonging,but there is significant difference in school environment and teacher behavior,and boys score is significantly higher than girls in these two dimensions.At grade level,there are significant differences in autonomous learning,academic self-efficacy and school belonging,and the scores of grade two and grade three are all lower than those of grade one.There are significant differences in independent learning,academic self-efficacy and school sense of belonging among children who live with their parents.There are significant differences in autonomous learning,academic self-efficacy and school belonging among class cadres,and class cadres score significantly higher than non-class cadres.(2)Independent learning,academic self-efficacy and school belonging are correlated.Both academic self-efficacy and school belonging can predict autonomous learning,and academic self-efficacy plays a partial mediating role in the relationship between school belonging and autonomous learning.The second study is based on the results of the first study,and the first year of junior high school students are selected as the research objects to design a systematic mental health education curriculum,aiming to promote their sense of belonging to school and academic self-efficacy,so as to achieve the ultimate goal of promoting autonomous learning.The experimental group carried out mental health education courses,while the control group carried out irrelevant daily learning or self-study.After the activity,the test was taken again,and the investigation data of the experimental group and the control group were analyzed before and after the two times,so as to evaluate the improvement effect of mental health education courses.The results showed that :(1)the school belonging,academic self-efficacy and independent learning of the experimental group were significantly improved,and significantly higher than that of the control group,but there was no significant difference before and after the control group;(2)The mental health education curriculum designed with school belonging and academic self-efficacy as the main content can promote the autonomous learning of junior middle school students.