The Research On The Relationship Among Class Environment、Self-efficacy And Academic Performance For Help Of Middle School Students

Academic help-seeking is an important self-management learning strategy which can guide student’s study and make a success in school.During the process of learning, learners are confronting with many difficulties.They can seek for others help(other’s help refers to resources of leaning) and this is the ability that individuals can control the social environment. The aim of academic help-seeking is to solve the problems during study, and then make a progress. However, influenced by different individual’s experiences,when students face the learning problems, they will choose whether to seek help for others or not. At the same time, it is based on their own experiences.In the meanwhile, for junior high school students, school is the main contact environment. Besides, classroom provides enough space for student’s daily study and interpersonal communication. Thus, it has great influence for students. Different classroom environment also affects student’s academic help-seeking. After doing and analyzing some researches, classroom environment, self-efficacy and academic help-seeking has positive correlation.However, there is no one conducting an analysis between the three variables(Classroom environment, self-efficacy and academic help-seeking). Through understanding and analyzing junior high school student’s academic help-seeking behaviors, the goal of this study is to analyze the relationship between classroom environment, self-efficacy and academic help-seeking.This research can explore the influential factor’s model of junior high school student’s academic help-seeking behaviors and help people to have a comprehensive understanding of academic help-seeking behaviors. This research has great influence on the development and construction of classroom environment, self-efficacy and academic help-seeking behavior’s action research. In addition, it enriches the content of education psychology.At the same time, this study provides theoretical framework of academic help-seeking behaviors, especially gives effective guides according to the student who needs help during his/her study.This research selects students in junior high schools in Hohhot. In thisjunior high school, I select three different grades to do the questionnaire and mainly use three instruments: Li Xiaodong’s academic help-seeking behavior scale, Jiang Guangrong’s The Questionnaire of My Classroom and Li Xiaodong’s self-efficacy questionnaire.The research result demonstrates:1. Classroom environment has many dimensions, but the main effect of sex, household registration, and one-child or not is not obvious. During the process of study, the class cadre is a variable. The relationship between teachers and learners has the interaction based on sex* household registration.The class cadre’s intuition of the relationship between teachers and learners,competition, order and discipline is much better than non-class cadre. Grade marks has positive correlation to the classroom environment. The best student who gets high marks will also have a better sense of relationship between teachers and learners accompany relationships, order and discipline.2. Self- efficacy and its dimension haven’t the significance difference on sex, household registration whether one-child or not. Social-efficacy students interact between sex*household registration, and the class cadre’s self-efficacy and dimensions are better than non-class cadre. The best student who gets high marks will also have a better sense of self-efficacy and various dimensions.3. Girl’s instrumental for help(teachers) is obvious than boys; non onechild’s instrumental for help(teachers) is obvious than one-child; the class cadre’s actuators for help and avoidant for help is lower than non class-cadre.According to student’s academic help-seeking behavior, household registration has no significance difference. The best student who gets high marks will also have a better sense of self-efficacy and various dimensions.4. The actuators for help has positive correlation with avoidant for help,the actuators for help, avoidant for help has no correlation with instrumental for help(teachers) and instrumental for help(students), and instrumental for teacher’s help has positive correlation with instrumental for help(students);the academic help-seeking has correlation with the relationship betweenteachers and learners and theaccompanies relationship, and the instrumental for help(teachers) has positive correlation with competition and burden.Order and discipline has positive correlation with the actuators for help and instrumental for help(teachers); self-efficacy and its dimensions have correlation with academic help-seeking, except social-efficacy has no correlation with instrumental for student’s help; self-efficacy and its all kinds of dimensions have positive correlation with classroom environment.5. The dimension of order and discipline have negative correlation with actuators for help, through the social efficacy, it is an intervening variable;order and discipline have negative correlation with avoidant for help, itis also an intervening variable, the relationship of accompanies has positive correlation with instrumental teacher’s help, it is an intervening variable.Accompanies relationship has positive correlation with instrumental teacher’s help, and the self-efficacy plays the intervening function in it.Therefore, the conclusions of this study just likefollows:1, there are some differences in demographic variables in terms of class environment, self-efficacy and academic help-seeking behavior2, class environment can predict academic help-seeking behavior, or through the intermediary role of self-efficacy to predict academic help-seeking behavior.