Research On Relationships Of Differential Teacher Behavior, Academic Emotion And Academic Achievement

For primary school students, the main activity has been by the game to learning, especially for high grade section of the primary school students, learning has become an important part of their lives. All the time since, the students’ learning has been widely concerned. For rural primary school students, learning is becoming one of the important outlet of many parents expect children to change the fate of the. Learning achievement is the reflection of the effect of students’ learning, cognitive and emotional development an important basis, therefore, has an important significance to pay attention to rural pupils study and its influencing factors.Due to the change of pupil activities and communication object, its inner authority center already slowly by the parents to the teacher to change. The teacher inside and outside the classroom behavior and attitude will be more sensitive to perceived by pupils, and when the perception to treat differential behavior from the teacher, it will influence on students in complete the learning task, achieve the generating process of learning in the effect of emotional experience and feelings caused, in the emotional experience is the academic emotion. Academic emotions are students in the learning process, various emotional and academic activities, academic achievement experience. Non intelligence factors of learning and teaching, as a process of closely related, academic emotions will not only directly affect the students’ learning process experience and learning achievement, but also in the whole growth and development of students will play an important role. Therefore, this study will focus on teacher differential behavior, academic emotions and the relationship between pupils’ learning achievement.Study on the selection of a township areas in Yuncheng 9 village primary school grade five or six and 493 students as the research object, using the method of questionnaire survey conducted on students related situation. The survey selected Fan Liheng compiled the teacher differential behavior questionnaire, Wang Yan Students Academic Emotion questionnaire and amid-term exam, Chinese, mathematics, English three grades as a research tool. Using analysis of variance, correlation, regression analysis and other statistical methods study teacher differential behavior, students’ academic emotional status, and analysis of differential teacher behavior, academic emotion, relationship between learning achievement between, thus draws the following conclusion:l.In the aspect of teacher differential behavior, emotional support, perceived opportunity privileged girls was significantly higher than that of boys, negative feedback and perceived significant lower than male students; emotional support, opportunity privileged class cadre perceived significantly higher than non class cadres, negative feedback perceived is significantly lower than that of non class cadres; difference differential teacher behavior different mark group students perceived significantly, emotional support, opportunity privilege high score students perceived significantly higher than low packet, and feedback and guidance control, negative perceived significantly lower than the low group.2.In aspects of positive academic emotions, girls in high (low) arousal emotion scored significantly higher than boys, in negative high (low) arousal emotion is obviously lower than that of boys; high situation of students (class cadre, high packet) to experience the positive academic emotions significantly higher than the low situation of students, to experience the negative academic the mood was significantly lower than the situation of students.3.In the teacher differential behavior, academic emotion and academic achievement relations, teacher differential behavior can not only directly affect the students’ grades, but also through a partial mediating role of academic emotions influence on learning performance. Specific performance: direct control can wake up academic emotions through positive low arousal, negative high incomplete intermediary effect teacher differential behavior in learning achievement; negative feedback through negative low arousal effect of incomplete intermediary role of academic emotional support throughpositive low arousal, negative low arousal effect of incomplete the intermediary role of academic emotion learning achievement.