The Influence Of Seat Arrangement On Learning Engagement Of Primary And Secondary School Students

With the comprehensive promotion of mental health education in primary and secondary schools,more and more educators begin to look at students' learning performance from the perspective of mental health and carry out subject teaching reform.academic engagement,as an important index to measure students' learning performance from the perspective of psychology,has attracted wide attention of scholars in recent years.Therefore,this study will understand the current learning situation of primary and middle school students from the perspective of academic engagement,and analyze the reasons.The relationship between teachers and students is the social and psychological environment of the class affects the students' study engagement,and the seat arrangement is the physical environment of the class that affects the students' study engagement.Therefore,exploring the influence mechanism of the teacher-student relationship and seat arrangement on the students' study engagement can enrich the relevant research of educational psychology and provide the basis for improving teachers' teaching and promoting students' learning.In this study,a primary school and a middle school in Luliang City were selected,and 370 students in grade 4,5 and 6 of primary school and grade 1 to grade 3 of junior middle school were investigated by using seating arrangement self-compiled scale,teacher-student relationship scale and input scale.The findings are as follows:1.The primary and middle school students' study engagement and teacher-student relationship are in the upper middle level.2.Primary and middle school students have significant differences in their study input in grade,whether they are class cadres,and their home address.The specific performance is that the learning engagement of junior high school students is significantly higher than that of primary school students.Among them,the study input of the fifth grade studentsin primary school is significantly higher than that of the fourth grade,and the level of study input of the first grade students in junior high school is significantly higher than that of the second grade and the third grade students.The study engagement of class cadres is significantly higher than that of non-class cadres.The study engagement of urban students is significantly higher than that of rural students.3.There are significant differences in the teacher-student relationship between primary and middle school students in grade and whether they are only children.The concrete performance is that among the primary school students,there are significant differences in the level of teacher-student relationship in the fourth,fifth and sixth grades,and the fifth grade scores the highest.In the attachment,intimacy and conflict of the teacher-student relationship,the fifth grade scored the highest.In junior high school,the first grade students had the highest level of teacher-student relationship which the score of teacher-student attachment,teacher-student intimacy and teacher-student conflict are the highest.The level of teacher-student relationship of non-only children is significantly higher than that of only children.4.In the total score of study input and its dimensions,the scores of students in the activity area were significantly higher than those in the public area.In the dimension of teacher-student attachment and teacher-student intimacy,the students in the activity area scored significantly higher than the students in the public area.5.The total score of teacher-student relationship was positively correlated with the total score of study engagement,motivation,energy and focus.There was significant positive correlation between teacher-student attachment,teacher-student intimacy and total score of study engagement and its dimensions.There was significant negative correlation between teacher-student conflict,teacher-student avoidance and total study engagement score and each dimension6.The adjustment effect of teacher-student relationship and itsconflict,attachment and intimacy between seating arrangement and study engagement was not significant.The avoidance of teachers and students can adjust the relationship between seat arrangement and study engagement.The results showed that the seat arrangement had a significant positive predictive effect on the study engagement in the low-teacher-student avoidance group,and in the high-student avoidance group,the seat arrangement had no significant predictive effect on the study engagement.Studies show that students sitting in activity areas are more involved in learning.Students who are willing to communicate with their teachers should be placed in the activity area rather than the students who are unwilling to communicate with them.According to the data results,this study puts forward targeted suggestions for improving students' study engagement from many aspects.