The Relationship Between Teaching Behaviors And Mental Health In Chinese Adolescents

More and more attention has been paid to the protection and improvement of students' mental health.The purpose of education is no longer a single improvement of knowledge,but the comprehensive development of intelligence,physical quality and mental health.As an important adult except parents,teachers' teaching behavior has obvious influence on students.According to Possel's definition,teacher's teaching behavior refers to the behavior provided by teachers with guiding students to promote academic achievement(for example,providing students with opportunities to respond,choose or receive positive feedback),which includes:instructional behavior,organizational behavior,social-emotional behavior,and negative teaching behavior.The influence of teachers on students' mental health has been confirmed in foreign researches.At present,domestic researchers mainly verify teachers' teaching behaviors by studying their positive behaviors,and the research on the influence of teachers on students mainly focuses on their academic performance,with little attention paid to the influences on students' mental health.In addition,The dual-factor model of mental health in youth has been proved in empirical studies:compared with the traditional single psychopath symptom model,it can better describe the mental health status of students.So,this study will examine the relationship between teachers' positive and negative teaching behaviors and students' anxiety/depression levels and life satisfaction with the Dual-factor model of mental health.According to the stress buffer hypothesis,the positive qualities of an individual could buffer the negative effects of stress.As a positive psychological quality of individuals,psychological capital is defined as a positive psychological state that individuals show in the process of growth and development.It includes four core components:self-efficacy,hopes resilience and optimism.Studies have shown that psychological capital can moderate the relationship between the cumulative negative family risk and individual anxiety and depression,that is,individuals with high psychological capital are less likely to have psychological problems under the influence of family cumulative risk.Teachers,as important person in students' growth stage except their parents,when students are confronted with the negative treatment from teachers,can the individual's psychological capital alleviate its adverse effect on mental health?The second study of this paper will explore whether there is such a moderate effect.Psychological capital is a kind of exploitable resource.This study will investigate whether the psychological capital level of students can be improved through systematic intervention,so as to improve the students' mental health.This intervention program will provide a reference method for improving the mental health level of students and promoting their overall development.Through questionnaire survey and intervention of 347 high school students,the research results show that:(1)Teachers' teaching behaviors can predict students' mental health,specifically,negative teaching behaviors are positively related with anxiety/depression,but not significantly related with life satisfaction.Organizational behavior was negatively related with anxiety/depression and positively related with life satisfaction.Social emotional behavior was not significantly related with anxiety/depression and life satisfaction.Instructional behavior is positively related with life satisfaction,and negatively related with anxiety/depression.(2)Psychological capital can negatively moderate the relationship between negative teaching behavior and anxiety/depression;(3)Students' psychological capital and mental health level are improved through the psychological capital intervention.Conclusion:reducing teachers' negative teaching behavior and developing students'psychological capital can improve students' mental health.