Research On The Development Of Self-Control Ability Of Rural Primary School Students From The Perspective Of Teacher Care

The famous Soviet educator Stravinsky has a thesis: "Only education that can inspire students to educate themselves is real education." "Self-education is education premised on self-awareness,and in the process of self-awareness formation and development,self-control is an important indicator to measure the level of self-awareness development.With the progress of the times,students’ way of learning,living and the environment have changed,and in the environment of social temptation and knowledge load,strong self-control ability plays an important role in the formation of students’ learning habits and the stability of personality structure.Studies at home and abroad have shown that the upper grades of primary school are a key stage in the development of children’s self-awareness and self-control,and at the same time,due to the imbalance of educational resources in rural areas and the fact that parents stay behind due to migrant work,students in rural areas show relatively low self-control level,poor learning adaptation and other problems.Through literature observation,the development level of self-control ability of primary school students is mainly affected by two factors,and the internal factors mainly include the physiological factors of primary school students,such as the development level of the nervous system,cognitive development,personality,temperament,etc.External factors mainly include parent-child relationship,peer interaction,Internet and so on.As an important person in the growth stage of students,teachers play a key role in the physical and mental development of students,based on the caring ethics of American thickets combined with the culture of teacher-student relationship in China,with teacher care as the research entry point,or can explore the key to the development of primary school students’ self-control ability.This study selected a mixed study design,using quantitative research design and questionnaire survey method,to investigate the current situation and characteristics of students’ perceived teacher care,self-control and psychological capital,and discussed the relationship between the three and the moderating mechanism of psychological capital between perceived teacher care and self-control ability,and obtained the following conclusions:(1)There are significant gender differences in the care of rural primary school students and their sub-dimensional support and inclusiveness,but there is no difference in conscientiousness,and boys’ perception of teacher care is lower than that of girls.The grade difference of conscientiousness was significant and increased with grade gradient,while the difference in support and inclusiveness in sub-dimensions was not significant,but the mean increased with grade gradient.(2)There are obvious gender differences in self-control and self-control,self-control behavior,and conscious behavior of rural primary school students.There were significant grade differences in self-control among rural primary school students,and the gradient of differences increased with grades,and there were no significant grade differences in adherence behavior,self-control behavior,and conscious behavior in different dimensions.(3)There were significant gender differences in the psychological capital of rural primary school students,as well as in the dimensions of rationality,gratitude,self-confidence and enterprising,optimism and cheerfulness,and there was no gender difference in the two dimensions of self-reliance,tenacity,tolerance and friendliness.There are significant grade differences in psychological capital and self-reliance and tenacity,tolerance and friendliness,self-confidence and enterprising,optimism and cheerfulness,and there is no difference in only dimensional rational gratitude.(4)There is a positive correlation between teacher care,psychological capital and self-control.The statistical results showed that the dimensions of teacher care,self-control and psychological capital were significantly correlated(P<0.01),and conscious behavior was significantly negatively correlated with all dimensions of teacher care and psychological capital(P<0.01).(5)Teacher care has a significant predictive effect on self-control.The statistical results showed that teacher care could not predict self-control(p>0.05).(6)Psychological capital has a mediating role between teacher care and self-control(masking effect).Study 2 uses qualitative research design,draws on biographical research methods,and collects textual information from students on methodological proposition essay questionnaires.Through data analysis,the path of teacher care to promote the development of self-control ability of rural primary school students is explored,and the conclusions are as follows:(1)There are five main types of students’ perception of teacher care behaviors:encouragement,counseling,respect,patience,and non-verbal behaviors such as smile and eyes.(2)Teachers’ caring behaviors are persistent,strategic,and sensitive.(3)The focus of students’ perception of teachers’ caring behavior is to help students find learning goals and stabilize the goal of learning behavior.(4)Teachers’ caring behavior does not directly promote the development of self-control ability of rural primary school students,but indirectly plays a role by enhancing students’ positive psychological capital.(5)Rural primary school students perceive teachers’ caring behaviors(verbal behaviors and non-verbal behaviors),which can effectively act on students’ psychological capital(self-confidence,hope,gratitude,and efficacy),thereby generating the motivation to actively regulate and control their own behaviors and attitudes,and realize the development of self-control.Based on the conclusions of Study 1 and Study 2,it is found that different research designs of the same research subjects show the phenomenon of "mutual interpretation of quality".Although different results emerged in the two studies,the basic conclusion of both studies was similar: teacher care indirectly and indirectly affected the development of self-control by promoting the development of positive psychological capital in rural primary school students.Study II complements the lack of information about the process of Study I,and through the key events described by students,we can clearly dissect the role of teacher care on students’ psychological capital,so that students can develop a higher level of self-control.