The Study On The Relationship Between Teachers’Emotional Support,Academic Self-Efficacy And Learning Engagement Among Senior High School Students And Educational Countermeasures

The golden age of high school as a student’s academic career,on the importance of the students are well known.Learning engagement reflects the recent learning effect of students and has always been an indicator of public attention.Many studies have taken learning engagement as the research object to explore the factors affecting the level of students’ learning engagement,so as to improve the level of students’ learning engagement by controlling variables.As the main communication object of students,teachers are an important helper in promoting the physical and mental development of students.The positive impact of teachers ’emotional support for students is a hot part of current research.Therefore,this study linked teachers’ emotional support and learning engagement,took academic self-efficacy as an intermediate variable,analyzed the relationship between the three,and put forward corresponding operational educational countermeasures according to the results,helped teachers to establish positive emotional connection with students in teaching activities,and enriched the research on the influencing factors of learning engagement.In this study,three high schools in Hanzhong City were surveyed by using the Affective Support Questionnaire for Middle School students’ Comprehension Teachers,the Academic Self-efficacy Questionnaire and the Learning Engagement Scale respectively.A total of 600 students in three grades of senior high school were selected to issue questionnaires,and 567 valid questionnaires were collected,with an effective rate of 96.3%.Using SPSS25.0statistical software for data collected by descriptive statistics,sample inspection,analysis of variance,correlation analysis,linear regression analysis and the mediation effect test,get the following conclusion:First,there are significant differences in the emotional support of high school teachers in terms of gender,grade,urban and rural areas,class cadres and parents’ educational level.Among them,gender difference exists in the dimension of care and respect,urban and rural difference exists in the dimension of understanding,parental educational level difference exists in the dimension of understanding and concern,grade and class cadre difference exists in all dimensions.Second,there are significant differences in the academic self-efficacy of senior high school students in gender,grade,urban and rural areas,class cadres and parents’ educational level.The gender difference exists in the dimensions of self-efficacy of learning ability and total score,and the differences in grades,urban and rural areas,class cadres and parents’ educational levels exist in each dimension.Third,the academic engagement of senior high school students is generally at a medium level,and there are significant differences in whether they are an only child,grade,whether they are class cadres,and father’s education level.Among them,the difference of the only child exists in the dedication dimension,the difference of the father’s educational level exists in the dedication,attention and score,and the difference of grade and whether he is a class leader exists in each dimension.Fourth,high school teachers’ emotional support can positively predict academic self-efficacy and learning engagement,and there is a positive correlation between the two dimensions of academic self-efficacy and each dimension of learning engagement.Fifth,academic self-efficacy among high school teachers’ emotional support and learning into the partial intermediary role.According to the results of this study,the following operable educational countermeasures are proposed:First,we should promote fair and comprehensive education and strengthen teachers’ professional awareness.Second,improve teachers’ emotional support and irrigate students’ psychological needs.Third,increase the interaction mode between teachers and students to improve students’ emotional perception.Fourth,help students build up confidence and improve their academic self-efficacy.Fifth,create a positive learning atmosphere to enhance students’ learning motivation.