A Research On The Impacts Of Teacher-Student Relationship,Academic Subject And Classroom Goal Structure On Academic Help-Seeking Of The Primary School Students

This study reviewed the research on academic help-seeking at home and abroad, the current status of the teacher-student relationship and the classroom goal structures.we selected the fourth-grade students as subjects from Puyang, and utilized the2x2x2three-factor mixed design.the teacher-student relationship(good and bad), the academic subject (Chinese, mathematics) and the classroom goal structure (task-oriented, self-oriented) would be investigated as independent variables.The main purpose of this article is to examine fourth-grade children’s help-seeking behavior in problem-solving. The teacher-student relationship is a between-subject factor, the academic subject and the classroom goal structure are within-subject factors, the dependent variable is the number of the instrumental help-seeking and the executive help-seeking. The findings indicate that:(1) The instrumental help-seeking behavior and the executive help-seeking behavior of pupils have a significant difference in the teacher-student relationship. The students of closely associated with the teacher have more the instrumental help-seeking behavior, however, the students of relatively indifferent associated with the teacher are more likely to take the executive help-seeking behavior.(2) The instrumental help-seeking behavior has a significant difference in the academic subject. Students will show more the instrumental help-seeking behavior in the process of math test relative to language test. But the executive help-seeking behavior has no significant difference in the academic subjec.(3) The classroom goal structure is a important factor that can predict the instrumental help-seeking behavior. The instrumental help-seeking behavior and the executive help-seeking behavior of pupils have a significant difference in the classroom goal structure, task-oriented classroom always have more instrumental help-seeking behavior than the self-oriented classroom.(4)The instrumental help-seeking behavior and the executive help-seeking behavior of pupils have a significant difference in the interaction of teacher-Student relationship and classroom goal structure, the task-oriented classroom always lead students to take instrumental help-seeking whether teacher-Student relationship is closely or not. the self-oriented classroom. is easy to make students take the executive help-seeking.(5)The executive help-seeking behavior has a significant difference in the interaction of teacher-Student relationship and academic subject. The number of the executive help-seeking that students take in the process of math test is significantly more than the number in the process of language test.(6)The instrumental help-seeking behavior and the executive help-seeking behavior of pupils have a significant difference in the interaction of academic subject and classroom goal structure. Students tend to take the instrumental help-seeking in the task-oriented classroom when the process of math test;however, students have more executive help-seeking in the process of math test.(7) The instrumental help-seeking behavior has a significant difference in the interaction of teacher-Student relationship, academic subject and classroom goal structure.We found it that, no matter how classroom goal structure combined with academic subject, the students of closely associated with the teacher have more instrumental help-seeking behavior than the students of relatively indifferent associated with the teacher.