The Influence Of Teacher Expectation On Primary Personality

Studying teacher expectations and their impact on the primary character, consistent with theoretical development and education requirements. Help to enrich and supplement the teachers and the expectations theory of personality development mechanism, to provide quality education methods and theoretical support. Expectations of teachers for educational use in the education process, the positive character of teachers, the students should provide guidance to teachers while Keyiguifan attitudes and codes of conduct for teachers clear and precise skills in communicating expectations to provide a basis to make teachers and students in the psychological interaction between the established flow channel, is conducive to a harmonious psychological relationship between teachers and students The establishment of the benefit of all students in academic and personal at the same level on both the improvement and development.In this study, children and adolescents through the establishment of student perceptions of teacher expectations and teacher expectations questionnaire rating scale, teacher expectations of students perceived the structure and characteristics of teacher expectations and student perception of teacher expectations on pupils and students perceived personality of the teacher expectations on Personalities in the medium.Through open questionnaires and interviews, prediction, exploratory factor analysis and confirmatory factor analysis, the formal questionnaire, based on this formal testing. The results of the students perceived teacher expectations of gender and grade characteristics, by correlation analysis, regression analysis and the mediating effect of test, analysis of teacher expectations, student perception of teacher expectations on the impact and the mediating effect of personality. Study concluded that:(1) 6-15 year-old teacher expectations of students perceived the questionnaire has good reliability, validity indicators, can be used in the primary measurement of perceived teacher expectations.(2) 6-15 years of age Perceived teacher expectations of the structure, including teacher-student interaction, attitudes, perception and negative feedback, concern and support, perceived opportunities in five aspects. These five areas include both the inner psychological expectations of teachers, but also reflect the expectations of the external behavior of teachers, the teachers expect the formation of an organic system. (3)Expectations of primary school teachers, teacher expectations of students perceived sex differences and grade differences. Significant gender differences in general, girls scored higher than boys in general. 1-6 grade teacher expectations, student perceptions of teacher expectations in general is stable, but the grade difference reached significant levels. Grade teachers and students in the perceived expectations of close to, the higher degree of agreement between the two, low and high grade teacher expectations and student perception of fit is low. Teacher expectations, teacher expectations of students perceived the overall main effect of gender and grade significantly, while the interaction between the two was not significant.(4)Total score and the personality of teachers expect intelligent features, serious self-control, extraversion, and pro-social were significantly positively correlated with emotional stability were not significantly correlated. Intelligent features of personality, extraversion and emotional stability, academic achievement expectations for its predictable effect. Carefully controlled, the behavior expected of its predictable effect, pro-social aspects of their personality characteristics predict the expected maximum. Perceived teacher expectations and personality factors in general there are very significant correlation, which perceived opportunity perception and attitude of the most predictable effect on the personality.(5) Student perception of teacher expectations in the smart features of the personality, serious self-control, extraversion, pro-social implications of some intermediary role play, students perceived expectations of teachers on the emotional stability of personality in the mediating effect was not significant.