A Longitudinal Intervention Study On Chinese Self-Efficacy Of First Grader In Junior School Students'

Self-efficacy plays an important effect on learning for the people. Chinese self-efficacy refers to the subjective judgment and beliefs students hold in their capabilities and to successfully accomplish Chinese learning tasks and learning behavior required for learning by adjusting or controlling of their Chinese language learning motivation, learning objectives, learning strategy and so on. If Chinese self-efficacy was promoted, it has an important influence on individual language learning activities and learning behavior.The purpose of this study were revising the Chinese self-efficacy scale of junior school students by analyzing literature and Interview Method; and to investigate the present situation of junior school students' Chinese self-efficacy. According to the theory of self-efficacy information sources and influencing factors (attribution way, target establishment, model demonstration, information processing and feedback evaluation) which is based on the theory of self-efficacy, a program of group counseling intervention which promotes first grader students' in junior school Chinese self-efficacy to develop was designed. On this basis, then it was explored the influences of students' Chinese self-efficacy through intervention. Intervention program adopts a quasi-experimental design pattern. The members (N=36) of the experimental class practiced 20 times group counseling intervention in two and a half months which was twice a week, while the members(N=36) of the contrast class did activities by mental health class.To analyze the effect of intervention, the Chinese self-efficacy of two classes of students' was tested three times(pre-test, post-test and a-short-term-track-test) which used Chinese self-efficacy scale of junior school students. What's more, it used qualitative research tools during the study to verify the effect of the intervention.The conclusions are as follows by analyzing:1 Chinese self-efficacy scale of junior school students was constituted by two branch scales, which is Perceived basic capability(including three factors),Perceived control(including three factors). The scale has high reliability and validity.2 Chinese self-efficacy of junior middle school students is higher and better in the whole, whose Chinese self-efficacy was higher than the average level. With the rising of grade, Chinese self-efficacy of junior school students is declines. There was significant differences in Chinese self-efficacy between the first grade and the second grade, the third grade; but there was no significant differences between the second and the third grade.3 The project of group counseling intervention plays a certain extent effects on the promotion of junior school students' Chinese self-efficacy, which promoting effect is better for the low-Chinese self-efficacy and middle-Chinese self-efficacy of the students in the experimental class especially. After measuring the post-test and a-short-term-track-test the results show that the intervention program has immediate effect and sustained effect to some extent the language self-efficacy intervention scheme has certain instant effect and delay effect.