A Study On The Relationship Between Academic Self-efficacy And Learning Engagement Among High School Students And Its Interventio

Academic self-efficacy and learning engagement are two important factors in studying students’ learning,and scholars have confirmed that academic selfefficacy can significantly predict the level of learning engagement.Therefore,this study will explore the relationship between the two in the form of a questionnaire survey,and at the same time,a group tutoring program for academic self-efficacy will be designed to examine its impact on the learning commitment of high school students.Study 1 randomly selected 300 high school sophomores as research objects in a high school in Beijing,and analyzed the current situation and relationship between academic self-efficacy and learning input of high school students with the help of the "Academic Self-Efficacy Questionnaire’t and the "Learning Input Scale";Study 2 adopted the mixed experimental design of 3(group:experimental group,placebo group,control group)×3(measurement time:before tutoring,tutoring,and after tutoring),and the experimental group students participated in 8 group counseling with the theme of academic self-efficacy.The placebo group participated in 8 group counseling sessions on the theme of cooperation,and the control group,as usual,did not exert any intervention except for normal school learning activities,and examined the learning input of the three groups of students before group counseling,after 4 group counseling sessions and after 8 group counseling sessions.(1)The current situation of high school students’ academic self-efficacy and learning commitmentThere are significant differences in the academic self-efficacy of high school students in terms of gender,whether they are only children,whether they are student leaders and student status,and the only child is significantly higher than that of non-only children in terms of learning ability;the overall situation of academic self-efficacy and learning ability of non-Beijing students is significantly higher than that of Beijing students;and the students who serve as class leaders are significantly higher than those who have not served as class leaders in academic self-efficacy and learning input.(2)The relationship between high school students’ academic self-efficacy and learning commitmentThe total academic self-efficacy score and factors of high school students were significantly positively correlated with the total score of learning input and the factors,and after excluding the variables of parents’ educational attainment and whether they were class cadres,the relationship between the two was significant,and the learning input could be significantly positively predicted by the academic self-efficacy.(3)The intervention effect of group counseling on learning inputGroup tutoring activities aimed at academic self-efficacy are one of the most effective ways to increase high school students’ commitment to learning.Based on the above research results,this study proposes the following educational recommendations to enhance the learning commitment of high school students:(1)Pay attention to the gender development differences of high school students(2)Set up a scientific class cadre selection system(3)Enhance students’ academic self-efficacy...