The Influence Of Teacher’s Expectation Perception On Junior High School Students’ Learning Engagement:A Moderated Mediation Model

In recent years,with the rise of positive psychology,scholars have begun to explore the mechanism of learning engagement.Junior high school students are faced with increasingly complex learning tasks,so it is very important to improve their level of learning engagement.At the same time,the state of learning engagement is changeable,and the school environment will have an impact on it.As the main body in the school environment,the expectation of teachers plays an indispensable role.Therefore,it is of great practical significance to explore the relationship between junior high school teachers’ expectation perception and learning engagement.Starting from the relationship between teachers’ perceived expectation,academic possibility self,self-control and learning engagement,this study explores the influencing mechanism between teachers’ perceived expectation and learning engagement of junior high school students,which not only provides theoretical basis for related research,but also puts forward corresponding educational countermeasures for junior high school students to develop learning engagement.In this study,797 students in Grade one and grade two of two junior high schools in Jinan City,Shandong Province were selected as subjects.Questionnaire survey was conducted.The average age is 13.5 years.The questionnaire of students’ perceived teacher expectations,the Learning Engagement Scale,the Academic Possibility Self Scale and the Questionnaire of Middle School students’ self-control Ability were selected for measurement.SPSS 21.0 and PROCESS macro were used for statistical analysis of the data,and the results were as follows:(1)Junior school teachers’ expectation perception,learning engagement,academic possibility self and self-control are above average.(2)Junior school teachers’ expectation perception and academic possible self have significant differences in gender,grade and school level.Learning engagement and selfcontrol have significant differences in gender,grade,school level and whether they are the only child.(3)Junior school teachers’ expectation perception has a significant positive predictive effect on learning engagement.(4)The academic possibility self of junior middle school students partially mediates the relationship between teachers’ expectation perception and learning engagement.Specifically,the higher the teacher’s expectation perception level,the more active the academic possibility self is and the higher the learning engagement level.(5)Self-control plays a moderating role in the second half of the direct path and the intermediate path of the influence of teachers’ expectation perception on learning engagement,and self-control can not only regulate the relationship between teachers’ expectation perception and learning engagement,but also regulate the relationship between academic possibility self and learning engagement.(6)Based on the results of the empirical study,the author puts forward some educational suggestions from three aspects: setting up positive expectation education view,achieving positive academic possibility self and improving self-control.