Group Social Work Intervention In The Practice Of Academic Self-efficacy Of The Left-behind Children In Rural Areas

At present,there are a large number of left-behind children in rural areas in China,and their parents are separated from them because they go out to work.Due to their special growing environment,rural left-behind children are more likely to have negative academic emotions,academic burnout,truancy and lack of self-confidence in learning and life.Academic self-efficacy is an important factor that affects children’s academic performance and is related to their healthy growth.Therefore,it is necessary to intervene in the academic self-efficacy of rural left-behind children from a social work perspective.In this study,the main problems of some left-behind children in elementary school H in Xifeng County,Guizhou Province were found through questionnaire,interview and participant observation methods,including: unclear learning cognition,negative learning emotion,deviant learning behavior,poor learning ability,lack of self-efficacy and other academic self-efficacy problems.The study subjects were recruited through voluntary application and recommendation by classroom teachers,and eight left-behind children were finally selected as intervention subjects after scale measurement and interview.We designed a group activity program under the guidance of self-efficacy theory and social interaction theory,and aimed to enhance self-efficacy of learning ability and self-efficacy of learning behavior.It was hoped that the group work intervention would help rural left-behind children improve their learning abilities and regulate their learning behaviors,and thus enhance their academic self-efficacy.A combination of quantitative and qualitative methods,process evaluation,and outcome evaluation were used to examine the effectiveness of the group activities,and some group members’ learning ability was improved,their learning behaviors were improved,and their academic self-efficacy was enhanced.The following conclusions were drawn from the study: social work is an effective way to improve the academic self-efficacy of rural left-behind children;group work can improve the academic self-efficacy of rural left-behind children;self-efficacy theory and social interaction theory are instructive for improving the academic selfefficacy of left-behind children.Finally,we reflect on this study and make suggestions to help more rural left-behind children improve their academic self-efficacy.