Attribution Training Improves Academic Self-efficacy Of Junior High School Students Intervention Research

In the context of the new era of education,academic self-efficacy,as an influencing factor of students’ academic achievement,has increasingly become the focus of scholars’ research.As far as junior high school students are concerned,under the dual pressure of adolescence self-identity confusion and academic pressure,it is inevitable that they will have unreasonable cognition of academic success or failure,and weaken their academic self-efficacy.Therefore,this study aims to improve academic self-efficacy and promote physical and mental development by carrying out attribution training for junior high school students.In order to explore the effectiveness of attribution training in improving the academic self-efficacy of junior high school students,this study took 12 junior high school students from L Middle School as the research objects,with 6 in the experimental group and 6 in the control group.Under the guidance of success or failure attribution theory and cognitive theory,based on the needs and characteristics of the clients,the attribution training intervention activities are divided into pre-intervention,mid-term and post-intervention.1.In the early stage of the intervention,the social worker guides the team members to explore themselves,revealing the state of attribution of success or failure,triggering thinking,and stimulating motivation for change;Explanation of attribution and efficacy theory to help team members increase their knowledge reserves;(2)Through classic case analysis,help team members to master the skills of academic attribution and be able to debate unreasonable attribution beliefs.(3)Increase the indirect experience of group success attribution through example demonstrations,and strengthen self-efficacy expectations;(4)Actively strengthen correct attribution and increase the direct experience of successful attribution through answering points game.(5)Through scenario simulation,arouse positive emotions and enhance achievement motivation;3.In the later stage of intervention,social workers lead the group members to review what they have learned,share the gains,make group agreements,and encourage the team members to apply the knowledge they have learned to their own learning and life.Before the group intervention,after the intervention and one month after the intervention,social workers used the "Academic Achievement Attribution Scale" MMCS and "Academic Self-Efficacy Scale" to conduct pre-and post-test and delayed post-test on the experimental group and the control group.Combined with goal achievement,social worker self-assessment,and semi-structured interviews.The analysis results show that the attribution training group can effectively improve the negative attribution of academic success or failure of junior high school students,improve the attribution of positive ability,reduce the attribution of negative luck,and improve the level of academic self-efficacy.The specific performance is as follows:Attribution training helps team members establish correct attribution concepts for success or failure,master positive attribution skills,and improve the level of positive attribution for academic success or failure.(2)Attribution training increases the successful experience of team members,relieves negative emotions,strengthens learning motivation,and improves academic self-efficacy.(3)The effect of attribution training has a certain continuity.