The Influence And Intervention Of Perceived Teacher’s Autonomy Support On Junior Middle School Students’ School Adjustment

Teachers’ autonomous support,as an important social situation of self-determinism,has received much attention in the psychological and educational circles in recent years.Related studies have found that high teachers ’sense of autonomy support plays an important role in adolescents’ positive development.The problem of school adjustment runs through all stages of primary and secondary schools and plays an important role in student development.However,it is unknown whether there is a correlation between perceived teacher autonomy support and school adjustment and the underlying mechanisms.Therefore,it is of great practical significance to study the status quo and relationship between perceived teacher autonomy support and school adjustment,and the role of academic emotions and intentional self-regulation,and to conduct targeted intervention research on academic emotions.This study took 663 junior high school students as the survey object,and used the "Learning Atmosphere Scale","Secondary Student Academic Mood Scale","Intentional Self-Regulation Scale","Secondary School Adjustment Scale" and other tools to understand the perception of junior high school students.The status quo and characteristics of teacher autonomy support,school adjustment,academic emotions,and intentional self-regulation;explore the relationship between the four,and construct a mediating model with regulation.Based on this,an intervention model based on control-value theory and rational emotional therapy was constructed to intervene some students.The result of the study are as follows:(1)Junior high school teachers have a high sense of autonomy support,school adjustment is good,academic emotion is at a moderately low level,and intentional self-regulation ability is at a moderately high level.(2)In terms of demographic variables,there are significant differences in junior high school teachers’ autonomous support,academic mood,intentional self-regulation,and school adaptation in terms of family economic level,grade,and academic performance.(3)There is a significant positive correlation between perceived teacher autonomy support and school adjustment;a significant negative correlation with academic emotions;a significant negative correlation between academic emotions and school adjustment.(4)Academic emotions play a mediating role in perceiving the relationship between teachers’ autonomous support and school adjustment.(5)Intentional self-regulation plays a regulating role in perceiving the indirect relationship between teachers’ autonomous support and school adjustment.(6)The intervention of the group psychological counseling program based on the controlvalue theory,Emotional ABC Theory and rational emotional therapy,the subject’s overall academic emotion showed significant changes,the positive academic emotions increased,the negative academic emotions decreased,and school adjustment improved.This shows that the group’s auxiliary intervention activities are effective.