Study On The Relationship Between Gender Role Type, Interpersonal Communication Level And Academic Sense Of Self-efficacy About The Accompanied Studying For Junior School Student

Objective: Nowadays,to accompany children studying at school is a popular parenting style.This paper studies junior middle school students to explore the difference between accompanying and gender roles,interpersonal communication level as well as academic self-efficacy of students.It is expected that the study will contribute to the improvement of interpersonal communication level and academic self-efficacy of the students,and help them to develop more favorable personalities to adapt to the society.The paper will also provide theoretical basis to help the parents to decide whether to accompany their children.Method: Junior middle school students are chosen as subjects from two well-known middle schools in Changsha City.From the first grade to the third grade,each grade has two classes selected for the study.The survey is conducted by CSRI-50,SADSand Academic Self-efficacyto the whole class.611 effective questionnaires are collected.In this study,the data were analyzed by spss19.0.Result: Through the analysis,results showed that there are no significant disparities between students with or without accompanying regarding gender roles and interpersonal communication level.But significant differences appeared when it comes to academic self-efficacy.For junior high school students with accompanying,the different gender roles,significant disparities exist in the overall indexes of interpersonal communication level and academic self-efficacy;Androgynous subjects are positively correlated with interpersonal communication level and academic self-efficacy;Undifferentiated subjects are negatively correlated with interpersonal communication level and academic self-efficacy;Feminized subjects are negatively correlated with interpersonal communication level.Interpersonal communication level is positively correlated with academic self-efficacy.For the junior high school students without accompanying,masculine subjects are positively correlated with academic self-efficacy,while no obvious connection is found for the students with accompanying;Feminized subjects are not much correlated with interpersonal communication level,while those with accompanying are negatively correlated with interpersonal communication level;Androgynous and undifferentiated subjects are similar with the students with accompanying in interpersonal communication level and academic self-efficacy.Therefore,regarding interpersonal communication level and academic self-efficacy,androgynous junior middle school students are the best,the undifferentiated students are the weakest,and masculine and feminized students are in the middle,with no remarkable disparities.Students with high academic self-efficacy are better in interpersonal communication level.Conclusion: 1.No significant disparities between students with or without accompanying regarding interpersonal communication level.But students with accompanying are better at academic self-efficacy.2.Androgynous individuals with accompanying are better than other types at interpersonal communication level and academic self-efficacy,representing the best individual type.3.For the junior high students with accompanying,interpersonal communication level and academic self-efficacy can be predicted through gender roles.4.Parents can accompany children or spend more time with them to enhance their academic self-efficacy,and to further improve their interpersonal communication level.