Research On Improving Academic Self-efficacy Of Rural Left-behind Children Through The Intervention Of Peer Support Group

Against the background of significant differences in the development of urban and rural areas in my country,a large number of young and middle-aged laborers in rural areas seek higher economic income and go to work in cities with more developed economies.The children are left in the household registration place to be looked after by their grandparents or other relatives,resulting in a huge group of left-behind children.The "severing" of family affection,coupled with the guardian’s lack of energy or ability to supervise and guide their learning,will ultimately have a negative impact on the learning of left-behind children.Previous studies have shown that academic self-efficacy is an important factor affecting academic performance.As an important part of the social support system,peer support plays an irreplaceable role in the growth of children and adolescents with other social support such as parents and teachers.Especially for the special group of rural left-behind children,peer support can improve their academic performance.Self-efficacy plays an important role.Laixi City is the urban area with the largest number of left-behind children in rural areas in Qingdao.Taking Laixi City as an example,under the guidance of social support,advantage perspective and primary group theory,this paper explores the effectiveness of peer support groups in enhancing rural left-behind children’s academic self-efficacy.First,the "Academic Self-Efficacy Questionnaire" was issued to 95 rural left-behind children in Laixi City.Through SPSS23.0 analysis of the collected data,it was concluded that the level of academic self-efficacy of rural left-behind children in Laixi City was low;,through interviews and questionnaires,to explore the problems and influencing factors of academic self-efficacy of rural left-behind children in Laixi City.Secondly,according to the problems and needs,workers set up peer support groups,through the establishment of eight targeted group activities,supplemented by strategies such as home education lectures,advocating schools to provide after-school cooperative learning places and other strategies such as out-of-group interventions.intervention.Finally,through the scale test and the feedback of the subjective feelings of the group members,the quantitative and qualitative evaluation of the improvement of academic self-efficacy was carried out.It has advantages in terms of stimulating learning drive and other aspects.Different theme group activities correspond to meet the academic needs of rural left-behind children.By placing rural left-behind children in an equal partnership,through mutual experience sharing,emotional infection,behavior Imitation,so that it can correct the deviation of self-cognition,correctly recognize the self,stimulate the learning drive,mobilize the initiative and enthusiasm of learning,tap its potential learning ability,promote good learning habits and help each other The formation of a learning atmosphere,so as to achieve the group goal of "growing together,learning together" and the establishment of peer-to-peer learning and mutual aid relationships.In addition,there are some deficiencies in the research: for example,the continuity of the service effect of group work is difficult to guarantee,the scope of service objects is narrow,and the professional level of social workers is limited.Therefore,in view of the existing deficiencies,it is necessary to strengthen the follow-up work of the team members;expand the scope of service objects,enrich the service methods;strengthen the construction of social workers themselves,etc.,and then enrich the relevant practical research in the field of social work,and provide more opportunities for rural left-behind children.