Study On The Influence Of Academic Self-efficacy And Perceived Teacher Support On State Boredom Of Secondary Vocational Students And Its Intervention

As a group of secondary vocational students who failed in the high school entrance examination,they have more learning problems than the general middle school students,which need to be paid attention to.Previous studies have shown that academic selfefficacy is one of the influencing factors of state boredom.The lower the academic efficacy of secondary vocational students,the higher the state boredom may be.Existing studies have shown that there is a significant negative correlation between perceived teacher support and state boredom,and whether the influence of academic self-efficacy on state boredom is moderated by perceived teacher support has not been discussed in previous studies.Therefore,this study explores the relationship among academic self-efficacy,state boredom,and perceived teacher support,and explores whether perceived teacher support can moderate the effect of academic self-efficacy on state boredom.The research using the questionnaire method,this study selected the Nan Chang a secondary vocational schools,584 students as the research object,using"multidimensional state boredom scale","the academic self-efficacy questionnaire" and"students perceived teacher support questionnaire,survey secondary raw state boredom,academic self-efficacy and cognitive characteristics and the relationship between teachers’ support.In the second study,an intervention class and a control class were selected to conduct weekly academic self-efficacy course intervention for 16 weeks in the intervention class.Normal teaching was conducted in the control group.After that,the data of the two groups were compared and analyzed.The research conclusions are as follows:(1)The academic self-efficacy of secondary vocational students has significant differences in gender and grade variables(p<0.05 or p<0.01),there was no significant difference in the variables of student origin(p>0.05);(2)The state boredom of secondary vocational students has significant differences in gender and grade variables(p<0.05),and there was no significant difference in student origin(p>0.05);(3)The perceived teacher support of secondary vocational students was significantly different in grade variables(p<0.05),and there were no significant differences in student origin and gender variables(p>0.05);(4)There was a significant negative correlation between state boredom and academic self-efficacy and perceived teacher support among secondary vocational students(p<0.05);(5)Perceived teacher support can moderate the effect of academic self-efficacy on state boredom,especially in the case of high level of perceived teacher support,academic self-efficacy has a significant negative predictive effect on state boredom.(6)Academic self-efficacy psychological health course intervention can significantly improve students’ sense of academic self-efficacy,and can reduce the state boredom of secondary vocational students.