Research On The Relationship Between Teacher-student Relationship, Academic Self-efficacy And Learning Input Of High School Students

The high school stage is an important stage for students' physical and mental development and a golden period for students to learn.In the face of the pressure of the college entrance examination,the academic performance of high school students is closely watched by parents and teachers.Academic engagement is one of the key factors affecting academic performance.The teacher,the model of the people.The teacher's words and deeds have a great impact on the students.A good teacher-student relationship can promote the common development of teachers and students.The student's own academic self-efficacy also affects the student's learning state.In this study,696 high school students from a middle school in He Nan were selected as subjects through convenience sampling,and the "Academic engagement Scale",“Study Self-Efficacy Scale" and“School-Student Relationship Scale" were used to measure and investigate the characteristic of teacher-student relationship,students'academic self-efficacy and academic engagement and the mechanism of high school students' academic self-efficacy in the relationship between teacher-student relationship and academic engagement.In this study,the results of data are analyzed by independent T test,one-way ANOVA,correlation analysis and mediation effects.The three variables are analyzed and the results are as following:(1)The conflict of high school boys is significantly higher than that of girls'.The attachment of non-only high school students is significantly higher than that of only children.The conflict of urban high school students is significantly higher than that of rural high school students.The conflict of high school students increase with grades.(2)The academic self-efficacy of high school boys is significantly better than that of girls.The self-efficacy of the learning ability of the only high school students is significantly higher than that of the non-only students.Rural high school students have significantly higher self-efficacy in learning behavior than urban students.There are significant differences in the two dimensions of academic self-efficacy among high school students of different grades.(3)There is no significant difference in the gender and grade of high school students' academic engagement,and the level of development is equivalent.The learning vitality of high school students increases with the education level of the father.(4)The intimacy and attachment of high school students and teachers are significantly positively correlated with academic engagement;conflict,avoidance and learning input are significantly negatively correlated.(5)The high school students' academic self-efficacy has a partial mediating effect between intimacy,attachment and academic engagement.Analysis conclusion:(1)The relationship between the intimacy and attachment of teacher-student relationship,academic self-efficacy and academic engagement are positively correlated;the conflict and avoidance of teacher-student relationship and academic engagement are negatively correlated.(2)The students' academic self-efficacy in high school students will affect the investment in learning.A high students' academic self-efficacy helps to improve the academic engagement of high school students.(3)Close and attached teacher-student relationship can enhance students'academic self-efficacy and thus improve their academic engagement.