| Perceived academic self-efficacy is not only a vane of children’s academic performance,but also an important endogenous motivation for children to overcome academic difficulties and persist in learning.The cultivation of children’s perceived academic self-efficacy should be the top priority of modern education.However,due to uneven educational resources and lagging educational concepts,the cultivation of children’s perceived academic self-efficacy in rural areas is insufficient,which affects children’s learning interest and academic pursuit,and is not conducive to the growth and development of rural children.In this regard,we can give play to the advantages of social work,provide targeted social services based on needs assessment,make up for the lack of education in rural areas,improve rural children’s sense of perceived academic self-efficacy,make them maintain optimistic learning state,and improve children’s learning drive.This paper takes 51 students from grade 4 to grade 6 in Y School in Gushi County,Henan Province as the research object.Through questionnaire and interview,data are collected to understand the status quo and performance of their perceived academic self-efficacy.The survey found that the overall perceived academic self-efficacy of rural children is not optimistic: from the perspective of ability efficacy,some rural children do not believe that they can rely on their own advantages to obtain good learning results,and lack confidence in advantages and results;From the perspective of behavioral efficacy,some rural children do not believe that they can take effective methods to complete challenging learning tasks,and lack method confidence and behavioral confidence.Based on this,the author recruited 10 rural children with typical problems from the research object as the service object,and carried out eight group activities according to their problems and needs.Guided by the theory of self-efficacy,the service program comprehensively uses the practical skills of drama therapy and adventure counseling to improve the ability and behavior efficacy of group members.At the end of the activity,process assessment and results assessment were conducted based on the quantitative and qualitative data collected.The process evaluation found that the activity satisfaction of group members was high,the intervention process was complete,but the activity efficiency needed to be improved.The results showed that the group members’ sense of perceived academic self-efficacy was improved,and the intervention achieved good results.These results indicate that social workers are effective subjects to improve rural children’s learning efficacy,group work is a feasible method to improve rural children’s learning efficacy,and intervention perceived academic self-efficacy is beneficial to rural children’s lifelong development. |
