A Study On The Current Situation Of Academic Self-efficacy Of Yi Junior Middle School Students And Group Counseling Intervention

Yunnan Province is the most concentrated province of ethnic minorities in China.Although the popularization of compulsory education enables many ethnic minority students to accept compulsory education,there is still a drop out phenomenon among junior middle school students in some ethnic minority areas in Yunnan Province.At the same time,the family economic conditions of junior middle school students in ethnic minority concentrated areas belong to the lower middle level.In the minority areas,students’ learning ability is low,their learning goals are not clear,and their learning autonomy is weak.At the same time,the academic self-efficacy of students in ethnic minority areas is low,which is closely related to family conditions and academic emotions.Therefore,this study selects the junior middle school students of Nanjian Yi Autonomous County as the research object,and selects the junior middle school students of Yi ethnic group in the school to investigate the current situation of students’ academic self-efficacy,and conducts research and analysis from four aspects:different gender,different grades,different achievement levels and different family economic conditions.At the same time,group counseling intervention was carried out for the students with low academic self-efficacy to explore the effective education ways to improve the academic self-efficacy of Yi junior high school students.Nanjian County is one of the representative areas where ethnic minorities gather.The third middle school of Nanjian County is the school with the largest number of junior high school students in Nanjian County.The number of ethnic minority students in this school accounts for about 55%of the total number,among which the number of Yi students accounts for about 65%of the total number of ethnic minority students.Therefore,it is in line with the research purpose to select the school’s Yi junior high school students.At the stage of investigation,this study uses the literature method to design the relevant questionnaire based on the existing research theory,and investigates the current situation of the academic self-efficacy of 1333 junior middle school students in Nanjian No.3 middle school.In the survey,1225 valid questionnaires were collected,of which 693 were from minority students.Then,416 junior middle school students were selected from 693 questionnaires to investigate and analyze their academic self-efficacy.At the same time,randomly select different grade head teachers to interview the Yi junior middle school students’ academic self-efficacy,learning ability,academic performance,family situation and other aspects,and investigate and analyze the influencing factors of the Yi junior middle school students’ academic self-efficacy.The results show that the academic self-efficacy of junior middle school students of Yi ethnic group is lower than the average level,with low scores in academic behavior self-efficacy and academic ability self-efficacy,low learning enthusiasm and low academic achievement.Of yi students’ academic self-efficacy in gender,grade,grade level,and family economic condition in terms of data analysis,data analysis of yi students’ academic self-efficacy in,grade level,grade and family economic conditions there are significant differences(p<0.001),the learning self-efficacy and learning behavior self-efficacy there exist significant differences in two dimensions.After eight times of group counseling,the pre-test and post test of the academic self-efficacy of the Yi junior middle school students were investigated and analyzed.It was found that the scores of the two dimensions of learning ability self-efficacy and learning behavior self-efficacy of the Yi junior middle school students were improved after group counseling.Therefore,group counseling can significantly improve the academic self-efficacy of Yi junior high school students.In the follow-up test,it was also found that the group counseling effect was stable and lasting.Therefore,it is suggested that in the future educational practice activities,we can regularly design professional and perfect group counseling programs,carry out relevant group counseling activities,help students better adapt to the academic tasks of junior high school,and face the learning of junior high school with a positive attitude.