A Study Of The Correlation And Intervention Of Perceived Teacher Support And Academic Self-efficacy Among Junior High School Students

The junior high school period is the most important stage of basic education in the school,and it is also a critical period for the rapid development of students’ psychology.The group that junior high school students are most exposed to in school education is teachers,and the teacher support perceived by junior high school students is particularly important for the development of students.A good teacher-student relationship has a positive and lasting impact on the healthy growth of students,and when students feel more support from teachers,it helps students cultivate self-confidence and gives students a positive attitude and courage to overcome difficulties.Therefore,the importance of teacher support for student development is self-evident.In this study,625 students in the seventh,eighth and ninth grades of a middle school in Baota District,Yan’an City were tested by using the questionnaire survey method of "Student Perception Teacher Support Behavior Questionnaire" and "Academic Self-Efficacy Questionnaire" to analyze the academic self-efficacy of junior high school students and the perceived teacher support status.The results show:(1)The level of teacher support for junior high school students is relatively average,and there are significant differences in whether they serve as class leaders and parents’ academic qualifications.In terms of whether or not to serve as class cadres,the students who serve as class leaders are significantly higher than the students who do not serve as class leaders;in terms of parental education,students whose parents’ academic qualifications are secondary school are significantly greater than those whose parents’ academic qualifications are primary school and undergraduate and above.(2)The overall score of junior high school students’ academic self-efficacy level is average,and there are significant differences in gender,whether they are class leaders,grades,and parents’ academic qualifications.The academic self-efficacy of junior high school boys is significantly higher than that of junior high school girls,and the academic self-efficacy of students who are class leaders is significantly higher than that of students who are not class leaders.(3)The perceived self-efficacy of teachers in supporting academics by junior high school students showed a significant positive correlation.(4)Regression analysis showed that perceived teacher support can significantly positively predict academic self-efficacy.Based on this research,this study conducted a study on teacher support behavior in two classes with low teacher support scores.In this study,the participants were divided into a control group and an experimental group,and four teachers in the experimental group were trained in teacher support behavior,which was conducted in the experimental class,and then tested 8 months later.Through the comparative analysis of the before and after test data,it is found that under the influence of teacher support behavior training on teachers,students’ learning self-efficacy and teacher support ability have been significantly improved,indicating the effect and actual effect of these interventions,and have a certain guiding effect on improving school teaching.The main conclusions of this study are as follows:1.There is a significant positive correlation between the perceived teacher support of junior high school students and the sense of academic self-efficacy.2.Through the intervention of teachers’ supportive behavior,the academic self-efficacy score of the experimental group was significantly higher than that of the control group.3.After the teacher support behavior intervention,the perceived teacher support and academic self-efficacy scores of the students in the experimental group were improved.