A Study On Class Academic Collective-efficacy Of Junior High School Students,and The Relationships Among Class Academic Collective-efficacy, Self-efficacy,Learning Motivation, And Their Academic Performance

Collective efficacy is an important part of the subjective experience of members of the collective. The concept put forward the significance of its role gradually recognized by people, especially in the field of teaching domain. Researchers and teaching staff found that in the process of class learning, this kind of shared collective belief have a significant impact on students’cognition, behavior, motivation, emotion regulation and so on, and the sharing of collective belief is an important part of the sense of collective efficacy. At present, in view of the learning tasks of collective self-efficacy research is still rare; one of the few researches is in reference to overseas general situation of collective efficacy structure for revision of the students class collective efficacy research. This study combined with the existing collective-efficacy theory, previous researches and the characteristics of middle school students in the class collective, in order to construct students’class academic efficacy of collective structure model and developing a questionnaire of the "Class academic Collective-efficacy", which is suitable for Chinese students learning characteristics. On this basis to explore the characteristics of middle school students "Class academic Collective-efficacy" and studies the relationships among Class academic Collective-efficacy, Self-efficacy, Learning Motivation, and their Academic Performance, as well as the mechanisms of action among them.This study mainly adopts questionnaire survey. A random sample survey conducts on2099junior high school students from Grade7to9in Shanghai and Rizhao city in Shandong Province. Main results as follows:1. The study puts forward the concept of "Class academic Collective-efficacy" on the basis of previous studies. It’s a kind of collective Shared beliefs on the basis of learning through interaction and working together to complete the current academic tasks and achieve the academic performance. Its theory model is formed by class academic expected collective-efficacy, collective-efficacy of academic competence, collective-efficacy of class internal support and collective-efficacy of class external support. 2. Through questionnaire interview and system establishment process, thequestionnaire contains four factors: class academic expected collective-efficacy,collective-efficacy of academic competence, collective-efficacy of class internalsupport and collective-efficacy of class external support. It contains25items,” classacademic expected collective-efficacy” contains8items;”collective-efficacy ofacademic competence” contains5items;“collective-efficacy of class internalsupport” contains8items and “collective-efficacy of class external support” contains4items. Reliability analysis indicates that the internal consistency reliability ofquestionnaire alpha coefficient is0.918,1/2coefficient is0.911; the reliability testresult is good. Scale validity analysis shows that the dimension scores and total scorequestionnaire has a good consistency, validity also conform to the requirements ofthe statistical scale structure.3. The study of characteristic of the Middle school students class academiccollective–efficacy,and the relationship among the academic self-efficacy, learningmotivation, academic performance show that: Students’ class academic collective-efficacy on the four dimensions of average score reached significant level, and therewere significant differences in grade variables, while no significant difference on thegender variable. Multi-layer regression analysis found that the class academiccollective–efficacy in the four dimensions has remarkable positive forecast functionto the students academic performance, and the forecast effects are mediated byacademic self-efficacy and learning motivation. In the class collective level, students’class academic collective–efficacy have regulatory role within the reaction betweenself-efficacy and learning motivation. The regulation studies showed that forward,positive class academic collective-efficacy can enhance students academicself-efficacy effect on the learning motivation.