The Influence Of Teachers' Expectation On Students' School Achievement And Creativity In Junior High School

The important target of school education was to promote students'all-round development. Not only showing solicitude for students'school achievement, school education also began to take promoting the development of student creativity as the important aspect of the education. Teachers in the junior middle school, as significant others in the life of students, their expectation had a great influence on the improvement of students. According to the former studies, this kind of influence was not a simple direct course, but only worked when affected the inner psychology of the students and be sensed by them. Achievement motivation was an important inside mental state variable in the past studies. So we chose middle high school students, with the achievement motivation in relation with teachers'expectation, students'school achievement and creativity, to explore their relations and to complete the teachers'expectation theory and supply demonstration supports and specialized advices for the development of the students.The study firstly investigated 354 middle high school students, edit TTCT and the questionnaire of teachers'expectation. And then, investigated another 583 middle high school students, edit TTCT, the questionnaire of teachers'expectation and the questionnaire of achievement motivation, collected the scores of the Mathematics, Chinese and English of one final examination, used ANOVA, correlation analysis and SEM to examine characteristic of the teachers'expectation, achievement motivation, school achievement and creativity. The main conclusions were as follows:1. The level of teacher's expectation was middle high, which from low to high was the ability support, emotion preference and study request. The main effect of grade factors was remarkable, that of gender and area were not, and there was interaction between the grade and area. From all the dimensions, we could see that, the grade factor had a remarkable influence on the three dimension, the area factor's influence on the expectation of teachers only showed on the study request. 2. The motivation of the junior high school students pursuing success was higher than that of avoiding failure. On the score of the achievement motivation, the main effect of area factor was remarkable, the main effect of gender and grade couldn't be obvious; the mutual action between gender and area was remarkable. And from all the elements of achievement motivation, the difference between two of them didn't appear obviously on the gender and grade; the area factor's effect on the achievement motivation lied in the success pursuing and failure avoidance, the scores of the city was higher than the town on the motivation of success pursuing, and reversed on the failure avoidance.3. The level of the students'development of the characteristics of fluency, flexibility and originality in junior high school was balanced. On the total score of the creativity, the main effect of grade factor was remarkable, that of gender and area could not be obvious; the interaction between grade and area was remarkable. Grade factor had remarkable influence on the three characteristics of creativity, which showed on the characteristic of fluency, grade two was obviously higher than grade one, grade one was higher than grade three; on the characteristic of flexibility, the score of grade two was higher than that of grade one, the difference between grade three and grade one, grade three and grade two was not obvious; on the characteristic of originality, grade two was obviously higher than grade one and grade three, the difference between grade one and grade three was not remarkable. The factor of gender and area did not have obvious influence on creativity.4. The order of the score of every group and the total of the creativity were high score group, middle score group, low score group.5. There was obvious relationship among teachers'expectation, achievement motivation score, study achievement and creativity. Achievement motivation had partly mediator effect between teachers'expectation and school achievement, had wholly mediator effect between teachers'expectation and creativity.