Influence Of Criticism On The Relationship Between Teachers And Students And Their Intention To Improve Behavior In Middle School Students

Criticism is a common form of education developed by teachers in response to students' bad behaviors.It is intended to promote the improvement of student behavior through criticism.Some researchers divided criticism into three types: person criticism(attribution based on the characteristics of student behavior),process criticism(attribution based on student behavior strategies)and outcome criticism(without attribution)based on the underlying attribution of criticism.).Recent studies have found that person criticism can lead to more negative teacher-student relationships than process and outcome criticism.However,previous studies have mainly explored the influence of critical methods on the teacher-student relationship from the perspective of the teacher,but more importantly,from the perspective of the students,to examine the way in which the critical methods are used to perceive the teacher-student relationship and to improve the relationship between teachers and students by changing their behaviors.Impact.In addition,there are individual differences in students' responses to critical methods.If students start training in the different directions of counterfactual thinking after confronting criticism,can students improve their perceptions of teacher-student relationship and behavioral improvement intentions.Therefore,the purpose of this study is to explore:(1)The impact of teacher-student relationship perceptions and behavioral improvement intentions on secondary students when they accept different methods of criticism.(2)The training of counterfactual thinking direction influences the moderating effect of critical methods on teacher-student relationship perception and behavioral improvement intention.This study includes two sub-studies.In the first study,eight typical cases of criticism collected in secondary schools were given person criticism,process criticism and outcomecriticism,respectively,to form a situational criticism story based on three kinds of criticisms.The participants were asked to read each scenario criticism After the completion of the story,the teacher-student relationship perception and behavioral improvement intentions were measured.In the second study,the eight critical scenarios of the first study were divided into two parts: the training part and the actual measurement part.By starting the counterfactual training,The role of training in the perception of teacher-student relationship and the intention of behavior improvement.Due to the stage of adolescent development in adolescence,the study points to all middle school students,but this study only took high school students as an example.The main conclusions of this study are as follows:(1)For high school students,person criticism destroys the intention of behavioral improvement regardless of the criticism,and person criticism destroys the intention of behavior improvement by undermining the teacher-student relationship.Process criticism promotes behavioral improvement intentions,and process criticism promotes behavioral improvement by promoting teacher-student relationship perception.(2)The training of counterfactual thinking in different directions is different in the criticism from the perception of teacher-student relationship and the intention of behavior improvement.After the downward counterfactual thinking training,compared with the outcome criticism,the process criticism shows the harmonious relationship between teachers and students Perceived enhancement effect and person criticism still have weakening effects on the harmony awareness of teachers and students,and both of them still influence the improvement of students' behavior by enhancing or weakening the harmony awareness between teachers and students.Contrary to the downward counterfactual thinking,after the upward counterfactual training,process criticism enhances the trait-harmony sensibility and person criticism by disrupting the damaging effect of perceived harmony between teachers and students Are all dispelled,but the perceived harmony between teachers and students still has a significant predictive effect on students' intention to improve their behavior.The above conclusions not only provide some theoretical basis for what kind of criticism teachers should adopt in the actual teaching process,but also use unreasonable thinkingtraining to repair the unreasonable criticism to the relationship between teachers and students and the destructive intention of behavior improvement influences.