Middle School Students' Self-concept In Teachers' Interaction And Learning To Adapt To The Intermediary Effect Between Research

This research aims to discuss the relations of three concepts—middle school students’ self-concept, teacher communicational style and academic adaptability, the key point of which is mediating effect of self-concept between teacher communicational style and academic adaptability. First, it is a theory summarize about the research of three aspects. Second, it is a systematic study about characteristics and relations in the three aspects. Finally, it is a research about mediating effect of self-concept. This research selects906students as objects from four full-time middle and high school in Jiangsu Province.This research carrys out with questionnaire survey, and then applys some statistic methods such as correlate, regression and multilevel data analysis. It aims to check whether self-concept mediates the relation between teacher communication style and learning adaptability. The results are as follows:1. Middle school students’self-concept exists significant difference among genders and grades.2. Teacher communicational style exists significant difference among genders and grades.3. Middle school students’learning adaptability exists significant difference among genders and grades.4. In the related analysis, the dimensions of self-concept, the dimensions of learning adaptability are significant positive correlate to the five subscales of teacher communicational style which are leadership, helpful, understanding, student responsibility and strict, while are significant negative correlate to the three subscales of teacher communicational style,which are uncertain, dissatisfied and admonishing. Self-concept is significant positive correlate to learning adaptability.In the regression analysis, in dividual level, the two dimensions of teacher communicational style--dominance and cooperative, friendly and hostility which predicts directly self-concept and learning adaptability. In class level, the teacher communicational style doesn’t predict self-concept, however, the dimensions of teacher communicational style--friendly and hostility predicts directly the dimensions of learning adaptability--learning attitude, learning skill, learning environment. The dimensions of teacher communicational style--dominance and cooperative predicts directly learning environment. Self-concept can predict significantly learning adaptability. The self-activity and self-identity can predict significantly learning attitude, learning skill, learning environment and the overall learning adapting, while self-activity can predict significantly mental and physical health.5. Self-concept mediates partly relations between the two dimensions of teacher communicational style and learning adaptability. The ratio which the mediating effect divide by total effect is41.5%and40.5%. Self-activity mediates partly relations between the two dimensions of teacher communicational style and learning adaptability. The ratio which the mediating effect divide by total effect is38.7%and41.3%. Self-identity mediates partly relations between the two dimensions of teacher communicational style and learning adaptability. The ratio which the mediating effect divide by total effect is9.1%and6.8%.