A Study On The Relationship Between Psychological Elasticity Of Junior Middle School Students And General Self - Efficacy And Group Counseling Intervention

The purpose of this paper is to investigate the status quo of the resilience ofjunior middle school students, as well as the relationship between the resilience andgeneral self-efficacy. A project of group guidance will be correspondingly designedon the basis of such an investigation. Some junior middle school students will beselected as examples and guided in groups. I will then evaluate the effect of groupguidance and explore the possibility of improving the psychological elasticity ofjunior high school students through group guidance.Firstly, questionnaire will be adopted to investigate the resilience andself-efficacy of teenagers in order to survey the relationship between the two. Theresults showed that：(1) The resilience of junior middle school students is at a middle or even higherlevel. There is a difference of the resilience between boy and girl in their positivecognition and interpersonal assistance; there is a difference of the control of emotionsbetween only-child and non-only child; there are also differences of positivecognition, of individual strength, and of the general level of the psychologicalelasticity in different ages.(2) The resilience and general self-efficacy of junior middle school students is ata middle or even higher level. The difference of general self-efficacy of junior middleschool students is not obvious between boy and girl; the difference betweenonly-child and non-only child is obvious; the difference in different ages is notobvious.(3) The resilience and general self-efficacy of junior middle school students hassignificant positive correlation.Then, according to the feedback and individual interviews, twenty four studentswill be selected and grouped into two groups, one characteristic of higher resilienceand the other characteristic of lower resilience. Each group will be in turn dividedinto two groups, the experimental group and the control group. The experimental group will receive the group guidance eight times and the control group will not haveany group guidance. After the group guidance, both the experimental group and thecontrol group will be measured. Three months later, a tracking test will be adopted.Through the analysis of variance of repeated measures, the data of these threemeasurements will be compared between these two groups. Moreover, by taking intoaccount of the self-judgment of the group members and the judgment from a group,as well as the observation of leaders, we can evaluate the effect of group guidancefrom various aspects.The result reveals that the experimental group of higher psychological elasticityimproved their resilience and general self-efficacy apparently; the experimental groupof lower psychological elasticity also achieved an observable improvement in theirresilience and general self-efficacy. Through group guidance, the resilience andgeneral self-efficacy of junior middle school students can be effectively improved andthe positive effect can be well maintained.According to the results of this study, in the future, schools should be strengthenthe quality of psychological health education. Parents should understand the child andrespect him, positive concern and support should be pay to the child. The child shouldget into the habit of setting goals, strengthen the positive cognitive, handle negativeemotions effectively. Take the initiative to communicate with others, he would havean accurate and durable sense of self.