Research On The Relationship Between Perception Of Teacher Expectations And Learning Engagement In Rural Junior Middle School Students

With the continuous development of fair and quality education,the learning situation of rural students has become the focus of the whole society.Rural students are limited by their unfavorable educational environment and they are still in a disadvantaged position of educational development.Especially for rural junior middle school students who are at the end of compulsory education stage,their academic status and academic self-efficacy will directly determine whether they can achieve good academic performance and whether they can break through the intergenerational transmission of poverty through learning.The theory of teacher expectation effect shows that students’ academic performance reflects teachers’ expectation,that is,teachers play a vital role in students’ academic development.Therefore,in order to provide feasible suggestions for promoting the academic development of rural students,this research focuses on the influence of teachers’ expectations perceptions on students’ learning engagement,and further analyzes the mediating effect of students’ academic self-efficacy based on teacher expectations effect and self-determination theory.On the basis of literature analysis,this research investigates students’ basic information,teachers’ expectations perception,academic self-efficacy and learning engagement of three rural junior middle school students in county of J province.Based on the data obtained,descriptive analysis,different test,correlation analysis and mediation effect test were processed.The following conclusions are drawn:1.The teachers’ perception of expectations,academic self-efficacy and learning engagement of rural junior middle school students is generally good.2.There are significant differences in perception of teacher expectations among rural junior high school students in terms of gender,boarding,mother’s occupation,family learning environment,class position and familiarity with parents;There are significant differences in academic self-efficacy among rural junior middle school students in terms of grade,family location,only child,left behind,father’s occupation,mother’s occupation,mother’s education background,family learning environment and whether to hold a class position;There are significant differences in learning engagement among rural junior middle school students in terms of gender,grade,family location,only child,boarding,mother’s occupation,family income,family learning environment and class position.3.There is a significant positive correlation between teachers’ expectations perception,academic self-efficacy and learning engagement of rural junior middle school students.And there is also a significant positive correlation in specific dimensions.That is,the higher the perceived teachers’ expectations of rural junior middle school students is,the higher their academic self-efficacy is;the higher the perceived teachers’ expectations of rural junior middle school students is,the higher their learning engagement is;the higher the academic self-efficacy of rural junior middle school students is,the better their learning engagement is.4.The perceived teachers’ expectations of rural junior middle school students has an effect on students’ learning engagement,and has an effect on students’ learning engagement through the indirect effect of students’ academic self-efficacy.That is,there is a mediating effect between teachers’ expectation perception and learning engagement of rural junior middle school students.Based on the above research findings,this research,from the perspective of promoting the academic status of rural junior middle school students,puts forward the following three suggestions: Based on affective education,the establishment of teachers’ reasonable expectation for students should be promoted.Based on the home-school cooperation,we should promote students’ learning effectiveness.To implement students’ responsive responses to teachers’ expectations,students should be guided by action goals.