| Academic self-efficacy is a notion prolonged from the utility self-efficacy theory in the discipline of education.It is an advantageous motivational exceptional that performs an vital position in advertising character motivation and is the most essential element influencing studying performance.Due to the massive hole in instructional asset between rural and city areas,migrant teens have concern retaining up with the curriculum at the starting of their training and are susceptible to social comparisons between their peers,which can end result in city migrant children becoming less confident in their studies,leading to a decline in their academic self-efficacy and affecting their healthy physical and mental development.In this context,we can make full use of the unique professional advantages of group work to provide targeted social services based on wishes evaluation to beautify the academic self-efficacy of migrant children,so that they can transform their learning expectations into positive actions and improve their internal drive for learning.In order to gather information about the fundamental state of the children’s academic self-efficacy and the issues they face,mobile youngsters in the Y district were chosen for the study.A questionnaire and a semi-structured interview were used to gather data.Through the survey,it can be seen that the overall academic self-efficacy of some of the mobile children in this community is low,specifically in the areas of low selfconfidence,poor self-control and lack of academic strategies.For this reason,the author selected eight migrant children from the study population according to the screening criteria as service users.Then,based on the preliminary survey and needs assessment,eight group activities were conducted for the eight group members.The service programme was guided by social learning theory and self-efficacy theory,and targeted to enhance the academic self-efficacy of the clients.Finally,at the end of the intervention,a multi-perspective group evaluation was used to test the effectiveness of the programme.The process evaluation showed that the group members’ attendance and satisfaction with the individual activities were high,but the efficiency of the activities still needed to be improved;the outcome evaluation showed that the group members’ overall academic selfefficacy improved significantly and the intervention was effective,demonstrating a significant improvement in the academic self-efficacy of mobile children as a result of the group intervention. |
