Study On The Relationship Between Teachers' Expectation,Psychological Resilience And School Adaptation Of "9+3" Free Policy Vocational School Students In Tibetan Areas

School adaptation has always been an important area of research for student development,but students' ability to adapt is influenced by many factors.For example,the family's social status,interpersonal relationship,and the students' own personality characteristics,etc.but in the past research did not fully pay attention to the role of psychological resilience in the student school adaptation process,and less consideration of teachers Expectation,psychological flexibility,and school adaptation to the relationship between the three.In addition,Sichuan,as the second largest Tibetan region in the country,has supported the policy of “9+3” free policy in the Tibetan areas of secondary vocational schools.However,differences in geography,culture,customs,etc.lead to the “9+3” free policy in Tibetan areas.The vocational students may face greater problems in school adaptation.Therefore,this study is based on the “9+3” free education plan in Tibetan areas.The district's secondary vocational students are the subjects,studying their teacher's expectations,psychological flexibility and school adaptation,in order to further enrich the school adaptation and psychological resilience related research results.In this study,799 students from vocational and technical schools with“9+3” free policy around Chengdu were selected as questionnaires,with“Student Awareness Teacher Awareness Questionnaire” and “Adolescent Psychological Resilience Scale”.The High School Students' School Adaptation Scale measures and collects data,and uses the collected data to further examine teacher expectations,psychological flexibility,and school adaptation to each other.In this paper,there are two studies.One study explores the differencesbetween the three students in the three-questionnaires of the “9+3” free policy in the Tibetan area and the control group(non-Tibetan ordinary secondary vocational students).On the basis of Study 1,Study 2 further analyzes whether factors such as only children and source of origin will lead to differences in teacher expectations,psychological flexibility and school adaptation among the “9+3” free policies in Tibetan areas.After analyzing the reasons,this paper further studies the relationship between the expectations of the vocational students in the “9+3” free policy in Tibetan areas,psychological flexibility and school adaptation.The research results are as follows:First,the “9+3” free policy in Tibetan areas differs from the average secondary vocational students in terms of teacher expectations,psychological flexibility and school adaptation.The “9+3” free policy in Tibetan areas is significantly different from the average secondary vocational students in the teacher's expected total score,personal strength,total score of psychological flexibility,intimacy of teachers and students,collective adaptation,and total scores of school adaptation.And the scores are lower than the average secondary vocational students,and the scores on the conflict between teachers and students are significantly higher than ordinary secondary vocational students.Second,the “9+3” free policy in Tibetan areas has a significant positive correlation between teacher expectations,psychological flexibility,and school adaptation in all dimensions.There are two significant positive correlations between teacher expectations,psychological resilience and school adaptation variables.Third,the “9+3” free policy in Tibetan areas is expected to have a good predictive effect on school adaptation;the “9+3” free policy in Tibetan areas is the psychological flexibility of secondary vocational students between teacher expectations and school adaptation.Play a regulatory role.Teachers expect that the school adaptation prediction of high individual students is not obvious,but has a significant predictive effect on school adaptation of low individual students.