An Investigation Into Left-behind High-school Students’ Self-efficacy

The phenomenon of left-behind children is getting more and more concerns of the community. Although some studies have pointed out that "Left" influence can’t be easily concluded, but most studies have concluded negative. And there is a trend to equival the "Left" and "Problem".Positive Psychology promotes a positive perspective of research questions, advocates from the positive point of discovery and interpretation of the positive aspects. Self-efficacy concept was first proposed in 1977 by the famous American psychologist Albert Bandura, after psychology widely accepted, triggered a lot of basic and empirical research has become an important subject of positive psychology research. Numerous studies have been left behind children and non- left-behind children’s development in all aspects whether a significant difference, but relatively small effects of different types of self-efficacy of high school students left behind, so the study of high school students left behind as the research object, in Nanchong C ity, County were selected a high school classes randomly selected from the entire investigation, the development of a comprehensive study of different types of differences between high school and high school students to stay self-efficacy. According to high school students in contact with the actual situation consulting, mainly on high school students in general self-efficacy, innovation and self- efficacy, academic self-efficacy, interpersonal self-efficacy and self-efficacy of emotion regulation.T-test and ANOVA showed that:1.General Self- Efficacy Scale, innovative self-efficacy scale, academic self-efficacy scale, adolescent interpersonal communication self-efficacy scale and emotion regulation are self- efficacy scale with high reliability, high school students apply for the study;2.General high school students a sense of self-efficacy, innovation and self-efficacy, interpersonal self-efficacy, self-efficacy in emotion regulation above the middle level, and there was no significant difference in grade; and senior high school students self-efficacy was slightly lower than the middle level and high school students were significantly higher than sophomore students;3.High school students in general self-efficacy, innovation and self-efficacy, academic self-efficacy, interpersonal self-efficacy and self-efficacy emotion regulation are gender differences, different habitual residence, general self-efficacy, self-efficacy differences innovation students often living city is significantly higher than the habitual residence of rural students, there is no difference between the other three. High school students self-efficacy in students alone, there are significant differences in other factors are not left behind;4. Left high school students in general self-efficacy, innovation and self-efficacy, academic self-efficacy, interpersonal self-efficacy and self-efficacy emotion regulation does not exist grade differences, emotional self-efficacy no gender differences, bo ys are generally self efficacy, innovation and self-efficacy, learning self-efficacy and interpersonal sense of self-efficacy was significantly higher than girls. Left high school student is the parent-child there was no significant difference. Different t ypes of care had no significant effect on the development of self-efficacy of high school students left behind, but stay high school students to learn self-efficacy, interpersonal self-efficacy and self- efficacy emotion regulation have significant differences in their parents out by this factor, the father out of high school students who stay learn self-efficacy and interpersonal sense of self-efficacy was significantly higher than for the mother to stay out of high school students who the father is staying out of high school student’s emotion regulation self-efficacy was significantly higher than their parents were out high school students left behind.