| Adolescence is a critical period for students’ growth,and their cognitive styles,emotional needs,and attitudes to life have undergone great changes.Junior high school students are in the budding stages of adolescence,and many students are plagued by adolescent problems that have various effects on their cognition and motivation.Studies have shown that social support is one of the important factors affecting students’ motivation,academic self-efficacy also affects students’ motivation level,students’ motivation level is also affected by achievement attribution,therefore,junior high school social support may affect students’ academic self-efficacy by affecting students’ motivation level.Achievement attribution also affects students’ academic self-efficacy by influencing their motivation levels.This study includes two parts,Study 1 and Study 2,which used the Basic Situation Questionnaire,the Multidimensional Social Support Scale(MSPSS)compiled by Wang Xiangdong,the Academic Self-Efficacy Questionnaire compiled by Liang Yusong and the Multidimensional-Multidirectional Attribution Scale(MMCS)developed by Lefcourt as research tools to survey 750 junior high school students,and then grasp the current status of social support,academic self-efficacy and achievement attribution of junior high school students and the relationship between the three variables.Build an intermediary model;Study 2: Based on Study 1,an attribution training group counseling program was designed to change the attribution of achievements of junior high school students,improve their academic self-efficacy,and enrich school intervention research.The main conclusions of the study are:(1)Junior high school students’ social support was significantly correlated with academic self-efficacy,and social support had a positive predictive effect on academic self-efficacy.(2)In the context of success,the internal control attribution of junior high school attribution has a partial mediating effect on social support and academic self-efficacy;In failure situations,externally controlled attribution generated in junior high school has a masking effect on social support and academic self-efficacy.(3)Junior high school students’ academic self-efficacy attribution interventions had significant differences before and after the intervention.(4)The results of the intervention of junior high school generation attribution showed that it could improve the academic self-efficacy of junior high school students by changing the way of attribution of achievement of junior high school students. |
