Teachers' Expectation, Parental Expectations And Self Expectation Of Middle School Students' Self Harmonious And Consistent With The Related Research

Teachers’expectations, pairental expectations and self-expectations are several important factors that affect the all-round development of all middle school students. Many previous studies about teachers’expectations and parents’expectations focus on exploring the impaction of these two external factors to high school students" academic performance and achievement motivation. So the study combined teachers" expectations, parental expectations with self-expectations to explore the impaction to self-harmony of middle school students.The author think, the consistency of teachers ’expectations, parents’expectations with self expectations have influence to the self-harmony of middle school students, therefore, proposing the question to studying based on searching many related literature and the domestic research situation, to explore the impact of the relationships of teachers’expectations with self-expectations, parental expectations with self-expectations t on students’self harmony. The main research method is questionnaire in the study. We Select80students from every grade of two middle schools in city and countryside by using random cluster sampling method. To conduct statistics analysis of the recovered questionnaire,232city students,226rural students;206boys,252girls;151first grade students,153second grade students and154third students. Using of variance analysis and correlation analysis processing the data for analyzing the characteristics and the relations between teachers’expectation, parental expectation and self expectation.Through the investigation and statistics, the overall level of students perceived teachers’expectation, parental expectation and self expectation is the medium to high, which is conductive to the development of students. The overall level of students" self-harmony is medium to low, but the general situation is in good condition. This is not unrelated to their age characteristics. And teachers’ expectation, parental expectation, self expectation and self-harmony have significant differences in the demographic variables:gender, region, educational level of parents and only child.The conclusions of their relationship were as follows:(1) There was obvious positive correlation between teachers’ expectation with self-harmony; the same positive correlation between teachers" expectation with self-inconsistent with the experience, self-stereotypes; but there was obvious negative correlation between teachers’expectation with self-flexible.(2) There was obvious positive correlation between parental expectation with self-harmony and self-stereotypes; but there was obvious negative correlation between parental expectation with self-flexible.(3) There was obvious positive correlation between students’ self-expectation with self-harmony; the same positive correlation between students" self-expectation with self-inconsistent with the experience, self-stereotypes; but there was obvious negative correlation between students’self-expectation with self-flexible.(4) When the students perceived the higher level of teachers" expectation, there were obvious positive correlation between self harmony with the consistency of teachers’expectations and self-expectation.(5) When the students perceived the higher level of parental expectation, there were obvious positive correlation between self harmony with the consistency of parental expectations and self-expectation.(6) When the students perceived the lower level of parental expectation, there were obvious negative correlation between self harmony with the consistency of parental expectations and self-expectation.