A Research And An Intervention On High School Students Perceived Teacher Emotional Support

The emotional support from teacher mainly refers to teacher expressed caring, understanding, respect, encouragement and positive expectations to students in the process of teaching by their words and behaviors. The emotional support from teacher play an active role in improving the students’learning abilities and mental health aspects. The paper investigates the high school students to understand of the current status of high school students perceived emotional support, and analyze the characteristics of high school students perceived emotional support in the first. On the result of the first research survey, developing teachers’emotional support intervention plan and implement a two-month intervention, the paper mainly explore the function of the intervention of the teacher emotional support on high school students perceived emotional support, as well as on the academic achievement enhanced and academic self-efficacy levels increased.Through the researching, the result of this study shows that:(1) It is significant to the high school students in the different grades perceived teacher emotional support, specific performance that grade three is significantly higher than the first-years and the senior grade in caring students, encouragement students, respect students this three dimensions.(2) It is no significant to the high school students in the different gender perceived teacher emotional support, specific performance that the girl show significant higher than the boy in the teacher encouragement students, respect students and trust students dimensions.(3) It is significant to the high school students who in the different types of classes perceived teacher emotional support, specific performance that the students in the honors class is significantly higher than the regular class in the encouragement students, respect students and trust students dimensions.(4) It is significant to the high school students who in the different academic perceived teacher emotional support, specific performance that the high achievements group is significantly higher than the low achievements group and the middle achievements group is significantly higher than the low achievements group in the encouragement students, respect students and understand students dimensions.(5) The high school students perceived teacher emotional support with its various dimensions and academic self-efficacy with its various dimensions had a significant correlation.(6) It suggests that the high school students perceived teacher emotional support could be improved by the teacher emotional support intervention.(7) It suggests that the high school students’academic achievement could be improved by the teacher emotional support intervention. (8) It suggests that the high school students academic self-efficacy total levels could be improved by the teacher emotional support intervention., in which to improve learning ability self-efficacy level has important role.