A Study On The Relationship Between Classroom Silence, Self-efficacy And Anxiety In Junior High School Students

Classroom silence is a kind of silent phenomenon that occurs in the classroom interaction.This study takes students from three grades in a middle school from Beijing as the research object.The questionnaire and interview are the main research methods.The questionnaires are randomly sampled and analyzed with spss22.0 to discuss the relationship between classroom silence,self-efficacy and anxiety.It aims to provide a scientific theoretical basis for the middle school students' silent phenomenon and propose effective intervention strategies.The results shown that:(1)This school's junior high school students has a certain degree of classroom silence,and their self-efficacy is a little high,and anxiety is common.(2)Classroom silence has a significant difference in gender.Girls are more likely to be silent than boys,but it do not reach significant differences.The difference between only children and non-only children and family types is not obvious;girls' self-efficacy is slightly higher than that of boys,whether they are only children and families.There is no significant difference in type;anxiety is significantly different in terms of whether it is the only child,the anxiety of non-only children is greater than that of only children,and the difference in gender and family type is not obvious.(3)Classroom silence and self-efficacy are significantly positively correlated.Self-efficacy has a positive predictive effect on classroom silence;classroom silence and anxiety are significantly negatively correlated,and classroom silence has a negative predictive effect on junior high school students' anxiety;self-efficacy and anxiety significant negative correlation,self-efficacy has a negative predictive effect on anxiety of junior high school students.(4)Self-efficacy has a significant mediating effect between classroom silence and anxiety,with some mediating effects.