Academic Adaptability, Perceived Academic Self-efficacy And Academic Achievement Of Junior Middle School Students

Academic adaptability and perceived academic self-efficacy are important factors that affect the academic achievement and mind and body health for junior middle school students. Former research stated that the junior middle school students of bad Academic adaptability or perceived academic self-efficacy get bad academic record and physical and mental health. The aim of this research was to verify the past of results, and investigated the present condition about academic adaptability and perceived academic self-efficacy. The study was ready to increase academic adaptability, improve perceived academic self-efficacy, increase academic achievement.Through collecting documentary resources, the paper Generalized out the theories frame on academic adaptability and perceived academic self-efficacy. It was necessary to study academic adaptability and perceived academic self-efficacy. Some junior middle school students from Heze city, Shandong province and Shangqiu city, Henan province were measured. The tool was test handbook of academic adaptability compiled mainly by Zhou Bucheng and questionnaire of perceived academic self-efficacy compiled by myself. The study used 2 (region) ×3 (Achievement) ×2 (sex) × 3 (Grade) multivariate analysis of variance, analysis of academic adaptability and perceived academic self-efficacy about contemporary junior middle school students, and relation academic adaptability and perceived academic self-efficacy. The paper made path analysis about academic adaptability and perceived academic self-efficacy.The study was discovered that (1) academic adaptability of the most of junior middle school students was placed in better level, but the percent of 32.8 was bad Academic Adaptability. The difference of grade, achievement and sex was significant. The difference of region was not significant. (2) perceived academic self-efficacy of the most of junior middle school students was placed in better level, but the percent of 21.7 was bad perceived academic self-efficacy. The difference of grade, achievement and sex was significant. The difference of region was not significant. (3) academic adaptability influenced academic achievement by perceived academic self-efficacy indirectly.