The Relationship Of Junior Middle School Students’ Learning Values With Academic Engagement

Junior high school is an important period for individuals to form values.Learning values are the overall view of individuals on ongoing learning behavior,which directly affects the value orientation of individuals on learning activities;The Curriculum Plan for the compulsory education period in 2022 lists correct values,necessary character,and key ability as the core quality content for Chinese students to adapt to future development.Junior high school is also a critical period for students to accumulate knowledge.Students’ academic subjects increase,academic difficulties increase,and academic pressure increases.At this stage,the state of academic investment not only has a far-reaching impact on their academic achievements but also plays a significant role in the future development of individuals;With the physiological and psychological changes brought about by adolescence,the importance of academic self-efficacy as an internal driving factor of individual learning is self-evident.Therefore,this study examines the relationship among junior middle school students learning values,academic self-efficacy,and academic investment and explores whether learning values can affect academic investment through self-efficacy.On this basis,the study further designed an intervention program for academic self-efficacy to improve students’ academic engagement levels and evaluated the long-term effect of the intervention implementation through three tracking measurements.This study includes two studies.In the first study,a questionnaire survey is used to investigate junior middle school students’ learning values,academic self-efficacy,and academic investment.A total of 765 students in grades 7,8,and 9 of a middle school in Wuhan are tested.After collecting useful data,they are coded and scored,and relevant statistical tests are carried out to explore the mediating role of academic self-efficacy.The results show that learning values can significantly and positively predict academic self-efficacy and engagement.Academic self-efficacy can significantly and positively predict academic engagement.Academic self-efficacy plays a completely mediating role between learning values and academic engagement.In the second study,based on the results of study 1 and the theoretical model of academic self-efficacy,eight group counseling intervention schemes for eighth-grade students were designed.The pre-test,post-test,1-month follow-up and 6-month followup test designs of the experimental and control groups were adopted.Twelve students in each group intervened with the subjects in the experimental group and tested their effectiveness.The results show that,Before and after the intervention,the scores of academic self-efficacy and academic investment in the experimental group were significantly different,and the levels of post-test and follow-up test were significantly higher than those of pre-test;There was no significant change in the control group before and after the intervention;In the post-test,the subjects in the experimental group were significantly better than those in the control group in the total score and all dimensions of academic self-efficacy,the total score and all dimensions of academic investment.The group counseling intervention for junior middle school students’ academic selfefficacy is significantly effective.Finally,the study not only broadens the research perspective of learning values and academic engagement but also provides guidance suggestions for improving students’ academic self-efficacy.Then,it discusses the shortcomings of the research,provides guidance and suggestions for family education and school education to improve junior middle school students’ academic self-efficacy jointly,and provides ideas for future research.