| Perceived teacher support refers to the affirmation and help that students can feel from teachers,while academic self-efficacy refers to students’ confidence in their learning ability.Both of them are key factors affecting learning motivation.Learning motivation,as a psychological tendency to encourage students to carry out learning activities,is of great significance to the academic development of senior high school students.Based on this,this paper takes senior high school students as the research object,focusing on the relationship among perceived teacher support,academic self-efficacy and learning motivation,and implements group counseling intervention.The research content mainly includes three parts.Study 1 and Study 2 used Learning Motivation Scale,Academic Self-efficacy Scale and Perceived Teacher Support Behavior Questionnaire as research tools to conduct a questionnaire survey among 500 students in a senior high school in Lengshuijiang City.In order to explore the current situation of senior high school students’ perception of teacher support,academic self-efficacy and learning motivation and analyze the correlation among the three variables.In the third study,24 subjects with low learning motivation were selected from the data of the first study.Divided into experimental group and control group,the experimental group was given group counseling intervention on academic self-efficacy for eight weeks.To explore whether it can enhance academic self-efficacy and improve the level of learning motivation.The results of the study are as follows:(1)High school students’ learning motivation,academic self-efficacy and perceived teacher support are generally high.(2)There are significant gender differences in senior high school students’learning motivation,academic self-efficacy and perceived teacher support,and boys are higher than girls.(3)There are significant differences in learning motivation,academic self-efficacy and perceived teacher support among senior high school students.The learning motivation,academic self-efficacy and perceived teacher support of senior three students are significantly higher than those of senior one and senior two students.(4)There is a significant positive correlation between senior high school students’learning motivation and academic self-efficacy;There is a significant positive correlation between senior high school students’ learning motivation and perceived teacher support;Senior high school students’ academic self-efficacy is positively correlated with perceived teacher support.(5)Academic self-efficacy plays a partial mediating role in senior high school students’ learning motivation and perceived teacher support.(6)Academic self-efficacy group counseling can enhance students’ academic self-efficacy,and then improve students’ learning motivation.The above three studies enrich the relevant theoretical results of learning motivation and verify the effectiveness of group counseling in enhancing academic self-efficacy and improving the level of learning motivation.It also provides specific guidance for stimulating and maintaining students’ learning motivation,which is conducive to promoting the academic development of senior high school students. |
