The Relationship Among High School Students’ Teacher Expectation Perception,Academic Buoyancy And Learning Engagement,and Educational Countermeasures

High school students’ physical and mental development is rapid and unbalanced special period,but also face the college entrance examination,the most important event.At this stage,there must be various difficulties and challenges in the study life.Students’ positive response to these setbacks and difficulties can not only enhance students’ academic buoyancy level,but also further improve their degree of learning engagement.At the same time,teachers,as important external supporters in students’ life,can help individuals cope with setbacks and challenges in the learning process.Understanding teachers’ support,perceiving teachers’ expectations and enhancing their academic buoyancy can help students actively cope with the problems encountered in study and life and actively participate in learning activities.Based on this,from the perspective of positive psychology,this study selects two factors,teacher expectation perception and academic buoyancy,to explore the influence of them on learning engagement.This study uses the teacher expectation questionnaire,academic buoyancy scale and learning engagement scale perceived from the perspective of students as research tools to explore the current learning status of high school students.The conclusions are as follows:1.High school teachers’ expectation perception is above average.There are significant differences between the total score of teacher expectation perception and the dimensions of teacher support and the grades of high school students.In addition to academic feedback,the total score and other two dimensions of teachers’ perceived expectations are significantly different from whether high school students are class leaders.Teachers’ expectation perception showed significant differences in different achievement rankings.2.The academic buoyancy level of senior high school students is generally good.High school students’ academic buoyancy has significant difference in different genders.High school students’ academic buoyancy shows significant difference in different grades.3.The overall mean value of high school students’ learning input is medium to above.The total score of high school students’ learning engagement and the three dimensions all show significant differences in different grades.4.The three variables of high school teachers’ expectation perception,academic buoyancy and learning engagement are significantly positively correlated.Moreover,teachers’ expectation perception,all dimensions and academic buoyancy can positively predict high school students’ learning engagement.5.Academic buoyancy partially mediates the relationship between high school teachers’ expectation perception and learning engagement.Based on the above conclusions,suggestions are made for teachers: 1.Recommendations based on variance analysis results.(1)Improve the class cadre selection and appointment system,adhere to the principle of fairness and democracy.(2)To treat scores scientifically and change the view of educational evaluation.(3)Respect gender differences and pay attention to character differentiation education.2.Recommendations based on correlation analysis results(1)Make reasonable use of teachers’ expectations and promote educational equity.(2)Pay attention to the fluctuation of students’ daily study and enhance their academic buoyancy level.(3)Build a bridge of psychological communication between teachers and students and enhance their emotional communication.