A Study On Group Work To Improve The Self-efficacy Of Middle School Students With Learning Disabilities

The problem of students with learning difficulties is not only an educational problem,but also a social problem.In recent years,the mental health of students with learning difficulties has attracted the attention of the academic community.As an important dimension of mental health,self-efficacy is of great significance to the mental health of students with learning difficulties.The research shows that students self-efficacy is positively correlated with their mental health.The higher their self-efficacy is,the better their mental health is.Further search shows that students with learning disabilities often have a low sense of self-efficacy,which makes students with learning disabilities face greater psychological health risks.The academic community has carried out extensive exploration on the self-efficacy of student:with learning difficulties,but at present,it only stays at the theoretical level of problem and countermeasure analysis,and lacks action research on the self-efficacy of students with learning difficulties.This study attempts to explore ways to improve the self-efficacy of students with learning disabilities from the perspective of social work,using the professional method of group work.First of all,this study uses the random sampling method to select 30 students with learning difficulties from School X,and uses the Emotional Regulation Self-efficacy Scale,the General Self-efficacy Scale,and the Academic Self-efficacy Scale to investigate their current situation,and uses semi-structured interviews to assess their needs,Then.based on the theory of self-efficacy and the theory of advantage perspective,the teamwork service plan was designed,and 20 students with low self-efficacy were selected from the above 30 respondents as the service objects of this study,and were randomly assigned to the experimental group and the control group to implement team work intervention on the service objects of the experimental group.Finally,through the statistical analysis of the pre-test and post-test data,it was found that there were significant differences between the average values of the emotional regulation self-efficacy.general self-efficacy and academic self-efficacy of the service subjects in the experimental group,with the P values of 0.001,0.000 and 0.001respectively: There is also a significant difference between the average values of the post--test data of the experimental group and the control group,with P values of 0.000,0.000 and 0.017 respectively.This study draws the following conclusions: the level of self-efficacy of junior high school students with learning difficulties is low;The professional intervention of group work can significantly improve the level of self-efficacy of junior high school students with learning difficulties.The theoretical guidance model combining the self-efficacy theory and the advantage perspective theory has certain universality for improving the self-efficacy of students with learning disabilities.