The Effect Of Teacher-student Relationship On Academic Help-seeking Of Junior Middle School Students:A Moderated Mediation Model

Academic help-seeking was an effective learning strategy of self-adjustment,and adaptive academic help-seeking was of universal positive significance to students.However,many studies in recent years have shown that many teenagers do not seek academic help actively when they need,which has aroused the attention of educators and researchers.Although some studies have investigated the direct promoting effect of class environment on academic help-seeking,there are few studies on the interaction between different social support systems and the influence of students' academic help-seeking behavior.Therefore,from the perspective of external environment and personal factors,the present study took junior middle school students as the research objects,and deeply discussed the influence mechanism of teacher-student relationship,coping style and friendship quality on academic help-seeking of junior middle school students.Using questionnaire survey method and the scale of academic help-seeking behavior,the relationship between teachers and students evaluation questionnaire of middle school students,coping style scale of middle school students and friendship quality questionnaire to measure,891 junior middle school students of a middle school in Yichang were measured as subjects.Based on the analysis and discussion of relationship between teachers and students,coping styles,friendship quality and academic help-seeking,we concluded the following results:(1)There were significant differences in the behavior of academic help-seeking among junior middle school students in terms of gender,grade and whether students were cadres.Boys were more likely to adopt executive help-seeking and avoidance help-seeking than girls.Compared with Grade three students,Grade one students were more likely to use executive help-seeking.In the dimension of avoidance help-seeking,Grade two students were less likely to use avoidance help-seeking than Grade one and Grade three students.Students cadres were more likely to use instrumental help-seeking than non-student cadres,and less likely to use executive help-seeking and avoidance help-seeking.(2)There were significant differences in the teacher-student relationship among junior middle school students in terms of gender,grade,and whether students were cadres.There was no difference in the total score of teacher-student relationship between boys and girls,but boys had more conflicts than girls.The teacher-student relationship of students in Grade one and Grade two were better than that of students in Grade three,while there was no significant difference in the teacher-student relationship of students in Grade one and Grade two.Specifically,in the dimension of intimacy,the score of students in Grade one was significantly higher than those of students in Grade two,and the score of students in Grade three was significantly lower than those of students in Grade one and Grade two.In terms of conflict dimension,the score of Grade three was significantly higher than Grade one and Grade two.The teacher-student relationship of student cadres was better than that of non-student cadres.Specifically,the scores of student cadres in intimacy,support and satisfaction were all significantly higher than that of non-student cadres,while the scores in conflict dimension were significantly lower than that of non-student cadres.(3)There were significant differences in the coping styles of junior middle school students in terms of whether students were cadres,and student cadres adopt more problem-solving coping styles than non-student cadres.(4)There were significant differences in the friendship quality level of junior middle school students in terms of gender and grade,the friendship quality of female students was better than that of male students,the friendship quality of Grade one and Grade two students was better than that of Grade three students.(5)The negative coping styles played an mediating role in the relationship between the teacher-student relationship and the executive help-seeking.(6)The mediating effects of negative coping styles were mediated by friendship quality on the second half and direct pathway.