Youth Perceived Teacher Support And Learning Adaptation In Tibetan Classes In The Inland

Under the background of education for poverty alleviation where Tibetan students are far away from their hometowns to study in the inland,it is an important issue for the young people of the Tibetan class in the interior to learn and adapt to life in the interior.Teacher support perceived by adolescents and academic self-efficacy are the second factors that affect their learning adaptation.Therefore,in order to explore the status quo of perceived teacher support,learning adaptation,and academic self-efficacy and the relationship between the three of the youths in Tibetan classes in the interior,analyze the role of perceived teacher support and academic self-efficacy in improving the learning adaptation of youths in Tibetan classes in the interior.This study has done two sub-studies on the role of the study and whether the academic self-efficacy group counseling can be used to improve the learning adaptation level of the inland Tibetan class teenagers.In the first study,a questionnaire survey was used to investigate the perceived teacher support,learning adjustment,academic self-efficacy and the relationship among 450 adolescents in Tibetan classes in the interior.The second study will randomly divide the 22 students selected from the first study(the ones with poor learning adaptability and poor academic self-efficacy)into two groups,and 11 students in the experimental group will be given eight sessions of academic self-efficacy group counseling,The control group was treated unrelated to the subject of the intervention.The study found:1.There is a significant positive correlation between the perception of teacher support,academic self-efficacy and learning adaptation among young people in Tibetan classes in the interior.2.Adolescents’ academic self-efficacy in Tibetan classes in the interior plays a part of the mediating role between perceived teacher support and learning adaptation.3.Group psychological counseling through academic self-efficacy can effectively improve the learning adaptation of the inland Tibetan class youth.