The Relationship Between Time Management Tendency And Learning Devotion In High School Art Students:Mediating Role Of Academic Self-efficacy

After years of development,the Chinese art college entrance examination has entered a transition period under the new era.In recent years,the Ministry of Education has continuously introduced relevant requirements for enrollment of art majors in colleges and universities.With the development of the national spiritual culture,the requirements for art talents are also increasing.The enrollment requirements of the art majors of the Ministry of Education clearly stipulate the improvement of the cultural class scores for art majors.High school art students face the new art professional enrollment policy and intense examination selection,and it is necessary to put the study of cultural classes in a very important position.How to reasonably arrange the study time of cultural courses and professional courses,how to improve their academic self-efficacy,and under the dual pressure of art professional examinations and college entrance examinations,enhance their own learning input intensity,which is the most concerned by current school,parents and high school art students.Also the most urgent problem to solve.From the perspective of psychological time management tendency,learning input and academic self-efficacy,this paper combines the literature,questionnaire and interview methods to test the statistical difference between 632 high school art students and 534 ordinary high school students.The method of correlation analysis and mediation effect specifically discusses the relationship and mechanism of action between the three,and the conclusions are mainly as follows:(1)There is a significant difference between high school art students and ordinary high school students in time management tendency,learning investment and academic self-efficacy.(2)Time management tendencies and dimensions,academic self-efficacy,and dimensions and learning inputs and dimensions are significantly different in gender,grade,and student origin.Whether there are significant differences in time management tendencies and dimensions in non-only children.(3)High school art students have significant correlations between time management tendencies,learning inputs and academic self-efficacy.Time management tendencies and academic self-efficacy have a significant impact on learning input.(4)The sense of academic self-efficacy of high school art students plays a part in mediating the influence of time management tendencies on their learning input.