Study On Group Work Improving Academic Self-efficacy Of Rural Leftbehind Children

Academic self-efficacy is the embodiment of self-efficacy in academic studies.It refers to the confidence that individuals can achieve the expected academic goals through the application of their own abilities or skills.The level of education development in rural areas is weak,and left-behind children are far away from their parents in the critical period of growth,lack of academic guidance and emotional companionship,and are prone to low level of academic self-efficacy.This not only affects the academic achievement of left-behind children,but also affects the achievement of expected academic goals,and even affects the healthy growth and allround development of left-behind children.Based on this,this study tries to use group work method to improve their academic self-efficacy,explore the applicability of group social work to improve left-behind children’s academic self-efficacy,and enrich professional theories.This study relies on the children’s Home project in X Village,Y social work organization,Qichun County,selects 54 left-behind children in X village,Qichun County as the research object,adopts questionnaire method,interview method and observation method to collect research data,and understands the current situation,performance and needs of left-behind children in X village in academic self-efficacy.The survey shows that left-behind children in X village have a low level of academic self-efficacy,which is mainly manifested as: lack of academic self-confidence,low academic focus,poor academic autonomy,emotional anxiety in the face of exams,etc.Then,from the perspectives of oneself,peers,family,school and society,the reasons for low academic self-efficacy are analyzed,and the needs of rational understanding of academic work,improvement of academic ability and improvement of interpersonal skills are clarified.Based on this,the group work method was used to carry out specific intervention activities,and the intervention plan was formulated based on the theory of group dynamics,social learning theory and ABC theory.12 left-behind children with typical problems were selected as service objects,and 8 group activities were carried out with the theme of "confident learning" to help them improve their sense of academic self-efficacy.The results show that the intervention effect of group work is remarkable.In addition,there are also some shortcomings in the research,such as the lack of practical experience of social workers,the long-term effect of group activities is still to be discussed,and the level of practical intervention is relatively simple.At the end of the study,in view of the deficiencies of group intervention and the findings of the study,the experience and lessons are summarized,and suggestions are put forward to improve the academic self-efficacy of rural left-behind children from the perspectives of social work,family,school and society.