Middle School Students With Learning Disabilities From The Perspective Of Home School Cooperation Characteristics And Influencing Factors Of Academic Self-efficacy

In the context of the new era of education,some students with learning disabilities exist in basic education in China,seriously hindering the progress and development of education.As a heterogeneous group in educational settings,students with learning disabilities are not optimistic about their actual survival patterns.They have heavy academic burdens,high anxiety levels,psychological sensitivity and inferiority complex,and complex and variable parent-child and teacher-student relationships.How to solve the problem of students with learning disabilities and achieve a qualitative leap in basic education has become an urgent issue for the development of basic education in China.In recent years,although the research on the problem of students with learning disabilities has gradually increased,most of them focus on high school students and college students,and are carried out around a specific discipline.The overall research on students with learning disabilities in junior high schools is relatively small.For students,the level of academic self-efficacy directly affects their final academic performance and overall personal development,and plays a crucial role in their growth and development.High quality home-school cooperation can help students form good interpersonal relationships,promote the formation of prosocial behavior,improve their academic performance and academic self-efficacy Intervention and transformation of learning disabilities also have good effects.Therefore,this study aims to address the following three issues: 1.What are the characteristics of academic self-efficacy among students with learning disabilities in middle schools? What are the main factors affecting academic self-efficacy among students with learning disabilities in middle schools? Improving academic self-efficacy is significant for helping students with learning disabilities transform.How can home-school cooperation play a role in helping students with learning disabilities improve their academic self-efficacy and promote their transformation? What are the dilemmas?Study 1 investigated the characteristics of academic self-efficacy among 300 students with learning disabilities(146 males and 154 females)from four middle schools in Guang’an City through the "Academic Self Efficacy Questionnaire".The study found that the overall level of academic self-efficacy among middle school students with learning disabilities is low,with significant differences in gender,grade,and student origin(P<0.05).Study 2 recruited 16 students with low academic self-efficacy(8 males and 8females)as research subjects based on the results of the questionnaire in Study 1.The data were collected through semi-structured interviews,and Nvivo 11.0 qualitative analysis software conducts thematic analysis of 200000 transcripts,and explores factors affecting academic self-efficacy among students with learning disabilities through operations such as encoding and statistical frequency.The results showed that the level of academic self-efficacy of middle school students with learning disabilities is affected by the following factors: First,poor family education,parents’ strong educational attitudes,harsh punitive behavior,intense academic conflict,and poor parenting methods can all lead to low academic self-efficacy among students with learning disabilities;Secondly,improper interaction between teachers and students,poor teacher attitudes,traditional and boring teaching methods,and negative teacher-student relationships can gradually reduce students’ learning desire and motivation,and lead to a loss of confidence and a low sense of self-efficacy;Third,negative school experiences,such as poor school environment,heavy academic burden,poor learning atmosphere,and poor peer relationships,make students with learning disabilities more disgusted with school and learning,and reduce their sense of academic self-efficacy.Fourth,negative self cognition,inferiority complex,negative,pessimistic,weak willpower,lack of self-control,and other negative personality characteristics can make students with learning disabilities abandon themselves,avoid withdrawal,and lose their sense of academic self-efficacy.In Study 3,the parents and teaching teachers of the students with learning disabilities interviewed in Study 2 were selected as the interviewees(6 parents and 6teachers)to explore "the importance of home school cooperation for students with learning disabilities and the current difficulties of cooperation" and "suggested measures for home school cooperation to help students with learning disabilities develop" through semi structured interviews.Through Nvivo 11.0 qualitative analysis software,the subject code and statistical analysis of 130000 transcripts were conducted.The results showed that: the care and support of parents,as well as the encouragement and restraint of teachers,play a crucial role in stimulating students’ enthusiasm and improving the academic self-efficacy of students with learning disabilities.In addition,home-school cooperation can make home-school goals consistent,form educational synergy,and promote the transformation of students with learning disabilities.Therefore,to solve the problem of students with learning disabilities,home-school cooperation Home-school integration is essential.The dilemma of parent education(fear of teachers,difficulties in survival,lack of educational ability,and rebellious management),the dilemma of teacher management(dare not manage,parents do not actively cooperate with their work,there is a large gap between parents,parents do not understand,and teachers are busy with their work),and the obstacles of home school communication(difficult information transmission,single communication method,single communication content,and low communication frequency)affect home school cooperation on the problems of students with learning difficulties.In order to improve the academic self-efficacy of students with learning disabilities and promote the transformation of students with learning disabilities,this article will provide suggestions from the following two perspectives: first,to improve students’ academic self-efficacy: by helping students establish learning self-confidence,learn reasonable attribution,experience success,and provide students with a safe and warm learning atmosphere.The second is to improve the quality of home-school cooperation,and jointly create educational synergy through strengthening communication between home and school,diversifying home-school communication methods,active cooperation between home and school,and conducting colorful home-school cooperation activities.