Relationship Research On Teacher-expectant Perception,Perceived Academic Self-efficacy And Academic Engagement Of Junior High School Students

Junior high school is the intermediate stage of basic education and the key stage of students’ psychological development.At this stage of junior high school students,their self-evaluation and learning intentions are easily influenced by others.As an important emotional effect,teacher expectation is an important external factor that affects students’ psychology and learning development.Junior high school students’ perception of teacher expectations is a key link in the role of teacher’s expectation effect,which has a direct impact on the teacher’s expectation effect and also has an important influence on students’ self-efficacy.Since teachers in reality expect more to point to students’ performance and learning attitudes,this research has selected the academic engagement,which is often used as the dependent variable before learning performance,as the cause of this research based on reference to relevant domestic and foreign research and combined with the current situation of education.variable.This study selects junior high school students who are more sensitive to external perceptions as the research object to explore the status quo of teacher expectations,academic self-efficacy,and academic engagement,as well as the internal relationship of the three.It not only provides theoretical basis for related research,but also contributes a new perspective of teaching management to educators in junior high schools.This research is mainly based on questionnaire surveys.Questionnaire surveys were conducted on 732 students from seven junior high schools in Jinan,Zaozhuang,and Xuzhou.The relatively mature“Student Perceived Teacher Expectation Scale”and“The Academic Self-Efficacy Scale”and“the UWES-S”measure the perception of teacher expectations,academic self-efficacy,and academic engagement of junior high school students.Correlation analysis,regression analysis,and mediating effect analysis are carried out on the research data.Finally,Test research hypotheses by constructing an intermediary model.The results of the study are as follows:1.Correlation analysis results show that there is a significant positive correlation between junior high school students’ academic engagement and teacher-expectant perception(r=0.518**)and academic self-efficacy(r=0.741**).2.Regression analysis results show that teachers’ expectation of junior high school students(teacher support β=0.319,t=7.845**;teaching interaction β=0.251,t=7.252**;academic feedback β=0.093,t=2.467*),Academic self-efficacy(learning ability self-efficacy β=0.368,t=10.627**;learning behavior self-efficacy β=0.437,t=12.629**)can positively predict the academic engagement of junior high school students,and accumulatively contribute 82.5 % Interpretation rate.3.The analysis of the mediating effect shows that academic self-efficacy plays a part of the mediating role between the teacher expectation and academic engagement of junior high school students.There are two paths for teachers of junior high school students to expect perception to affect academic engagement: one is the direct path.The second is the indirect path.Among them,academic self-efficacy mainly acts through learning behavior self-efficacy.4.The results of statistical analysis show that the teacher expectation perception,academic self-efficacy and academic engagement of junior high school students are all above the middle level.5.The difference test results show that there are significant differences in the perception of teacher expectations,academic self-efficacy,and learning commitment of junior high school students in terms of job and academic performance;in grades,there are significant differences in the perception of teacher expectations and academic self-efficacy of junior high school students Difference;in terms of gender,the feedback perception of junior high school girls is significantly higher than that of junior high school boys.Based on the above research results,this research proposes the following educational suggestions for improving the academic engagement of junior high school students from the difference analysis results and the intermediary path: 1.Specific suggestions based on the research results.(1)Pay attention to the differences in gender development of junior high school students;(2)Pay attention to the differences in grade development of junior high school students;(3)Set up a scientific selection system for Class committee;(4)Pay attention to junior high school students of different grades.2.Derivative suggestions based on research results.(1)Establish a positive expectation of education and implement the concept of education fairness;(2)Enhance academic self-efficacy and promote the transmission of teacher expectations;(3)Build a good teacher-student relationship and strengthen teacher-student emotional interaction.