The Influence Of The Perception Of Teachers’ Emotional Support On Learning Burnout And Academic Help-seeking Behavior

The middle school stage is the key period and special period in one’s whole life, in whichstudents’ self consciousness is rising and heart contradictory conflict is increasing. So, middle schoolstudents are more eager to get their teachers’ emotional support rather than their teachers’ learning support.However, previous studies have more focused on research of social support and teacher support thanresearch to the concrete connotation of teachers’ emotional support and other related variables. In thebackground of the quality education to continuously promoted and embarking from the reality demand, thisessay have discussed the relationship between perception of teachers’ emotional support content structureand related variables such as academic burnout and academic help-seeking behavior.This research used questionnaire to investigate1200students from different areas of HenanProvince and recovered1028valid questionnaires, the recovery rate is85.67%. By using descriptivestatistics, exploratory factor analysis, confirmatory factor analysis, multiple regression analysis and otherstatistical analysis techniques, the essay obtained the following conclusions:First, the structure of perception of teachers’ emotional support included four dimensions, whichconsisted of understanding students, caring students, equal respect and encouraging students. The reliabilityand validity analysis showed that four factors’ structure of perception of teachers’ emotional support meetpsychological measurement requirements, and the theoretical model is proved very well.Second, about the demographic variables effect on perception of teachers’ emotional support,there were no significant differences for gender, personality type and family type. Different grades, schooltypes and school students had some significant differences on perception of teachers’ emotional support. Inthe dimension of caring students, students whose parents worked outside had significant differences onperception of teachers’ emotional support compared with students whose parents did not, and there was nosignificant differences in other dimensions.Third, the dimensions of perception of teachers’ emotional support have different degrees ofnegative effects on dimensions of learning burnout. Academic self-efficacy plays a partial mediating rolebetween perceived teaches’ emotional support and learning burnout. Learning motivation has a moderating role in the relationship between perception of teacher’s emotional support and learning burnout. In additionlearning motivation positively moderated the relationship between perceived teacher’s emotional supportand intermediary variables of academic self-efficacy.Finally, equal respect of perceived teachers’ emotional support had significant negative impact onexecutive help-seeking. Understanding and concerning had negative significant effect on the avoidance ofhelp-seeking. Understanding, concerning and encouragement had significant positive predictive effect oninstrumental help–seeking. Academic self-efficacy was found to be the medium variable between perceivedteachers’ emotional support and executive help-seeking, avoidance of help-seeking and instrumentalhelp-seeking.