An Analysis Of The Relation Of The Primary School Children's Teacher-student Relationship And Their Anxiety Level

Anxiety is one of common emotional disorder problems of children,which was defined as unpleasant experiences about external events and internal thoughts and feelings.The anxiety involved to this study means children's emotional state of physiological tension and worries for no apparent reason.Appropriate anxiety can effectively arouse students' learning motivation, improve the students' mental preparation condition before or in the learning process, but the excessive psychological anxiety may affect students' academic performance directly or indirectly, which often presents with destructibility,poor memories, Lack of learning confidence and so on.Different schools have different views on the children's anxiety and the anxiety-related factors. But most researchers concluded that anxiety is usually acquired in relation to others. As one of children's major interpersonal relationships, the teacher-student relationship is not paid enough attention by researchers. Whether children's teacher-student relationship affects their anxiety level remains further study. Therefore,This thesis proposes to make an attempt at analyses of the condition of children's teacher-student relationship, anxiety and the relationship between the children's teacher-student relationship and their anxiety level.The Chinese Spence Children's Anxiety Scale and the Students-Teacher Relationship Questionnaires for Student were administrated to a sample of 434 primary school children from the city of JiNan.The Results showed that:1.The quality of children's teacher-student relationship declined with the progress of the grade in grades three through six. Meanwhile,The quality of girls' teacher-student relationship is better than boys;2.The cluster analysis of Children's teacher-student relationship in grades three through six clusters the Children's teacher-student relationship into three types: the close TS-relatioship,the conflict TS-relationship and the generalTS-relationship.The smallest proportion of 19.6% is he conflict TS-relationship3. Any two of the total score,sub-scores of separation anxiety,social phobia,obsessive compulsive disorder,panic-agoraphobia,fears of physical injury and generalized anxiety were moderately related to each other. The obsessive compulsive disorder occurs more often among children in grades three through six.4. Girls were more likely than boys to report high scores on all factors and the total score,with the exception of obsessive compulsive disorder and generalized anxiety.5.On regression analysis, it is found that the children's teacher-student relationship could positively predict their anxiety level.The Satisfactory of teacher-student relationship negatively predicts the total score of anxiety, separation anxiety,social phobia,obsession and extensive anxiety Significantly;The Conflicting teacher-studentrelationship positively predicts total score of anxiety, social phobia, agoraphobia and extensive anxiety;While supportability of the TS relationship negatively predicts children's separation anxiety .To conclude, the better the teacher-student relationship, the lower level of anxiety the children had.6.On the analysis of variance, we find that the anxiety levels of children who have different styles of teacher-student relationship had significant difference. children belong to the conflicting TS relationship had the highest level of anxiety,those generalTS-relationship children less, those who had an intimate relationship with their teachers least of all.