The Relationship Among Middle School Students' Teacher-student Relationship, Academic Emotion, Academic Self-efficacy And Educational Implications

Adolescence,the second peak of development,is a time when individuals are undergoing tremendous physical and psychological changes.Adolescents have also become an important object of research for domestic scholars.The outline of China's 14 th Five-Year Plan states that quality education should be developed,and more attention should be paid to cultivating students' innovative ability and sound personality.Self-regulation system is an important component of personality,and self-efficacy is inextricably linked to the important components of self-regulation system,so we should pay more attention to individual self-efficacy.Starting from control-value theory,this study explored the relationship between teacher-student relationships and academic self-efficacy among secondary school students,and developed a model mediated by academic emotions to explore the related mechanisms of action.It provides a reference for the mental health education and educational teaching management of secondary school students.In this study,1271 secondary school students were selected by whole group sampling,and the questionnaire method was used to collect data by applying the Teacher-Student Relationship Scale,the Adolescent Academic Emotion Questionnaire,and the Academic Self-Efficacy Scale.The results of the investigated data were subjected to independent sample t-test,one-way ANOVA,correlation analysis,and the test of mediation model to analyze the differences in demographic variables of teacher-student relationship,academic emotion,and academic self-efficacy and the mechanism of the relationship among the three,and the following conclusions were drawn.(1)In the middle school student population,girls experienced teacher-student relationships better than boys,had more negative academic emotions than boys,and lower academic self-efficacy than boys.Seventh graders experienced teacher-student relationships better than eighth graders and freshmen and sophomores,had more positive academic emotions than eighth graders and freshmen and sophomores,and seventh graders had significantly higher academic self-efficacy than eighth graders and freshmen and sophomores.Only children had better teacher-student relationship experiences and more positive academic emotions than non-only children.(2)The two-two relationship between teacher-student relationship,academic emotion and academic self-efficacy was significant among secondary school students.(3)Positive academic emotions and negative academic emotions partially mediated the relationship between teacher-student relationship and academic self-efficacy.Based on the findings of this study and the actual situation,the following recommendations are made.(1)Grasp individual differences and promote students' development.(2)Build positive teacher-student relationships,increase positive academic emotional experiences,and improve academic self-efficacy.