A Research On The Relation Among Teachers' Expectation, Self- Conception Of Students' Academic Achievement, Students' Perception Of Teacher's Behavioral Supporting And The Study Achievement

Teachers' expectation refers to a kind of teachers'predictive perception on the basis of their cognition to students'behavioral result, which is a kind of emotional effect. The teachers 'expectation has a far-reaching impact on students' psychological development. The research of teachers'expectation is at its jumping-off point from the laboratory report of the classroom Pygmalion made by Rosenthal and Jacobson in 1968 in Ou Ke primary school, and after that there are respectable study made by educationalist and psychologist, on the domino effect of teachers'expectation and correlative factors, which focus on the domino effect of teachers'expectation to students and the correlative degree, and the influential factors of teachers'expectation, etc…. In addition, the majority focuses on the teachers'differential behavior to students of teachers'expectation research of its realization course, and the systematic demonstrative research is less. The penman thinks, it is two very important links of students'perception to the teachers'supporting and students' self-conception of students'academic achievement, which acts on each other and together influence the realization of teachers'expectation. Thereby, the research bases on the studying in the past, combines national education current situation and current research situation, puts forward questions of this research, plans to starting at self-conception of students'academic achievement and students'perceived teachers'supporting, and investigates how teacher influence students through these two link. It relies mainly on questionnaire method, takes the measure of random sampling investigating in grade four, five and six among three primary schools in a city, among them the number of schoolboy is 190, schoolgirl is 174, and 97 is in grade four, 128 is in grade five, and 139 is in grade six. According to past research document and classroom observation, it collects the self-designed questionnaire of teachers'supporting behavior to students and students'perception to teachers'supporting, and three authorized tables (language, math and common school circs) of questionnaire reference of students'achievement self-conception (Marsh et al.,1990). The research result is as follows: 1. The research shows that there exists grade differences in students'study self-conception and students'perception of teachers'supporting behavior. Students in grade four and grade five are much higher than grade six in study self-conception and perception of teachers'supporting behavior. With growth of grade, there appears trend of rising after reducing first of students'study self-conception and students'perception of teachers'supporting behavior, which shows a kind of V type. 2. It is an important factor that influences students'perception of teachers'supporting behavior if they take on class cadre or not, and there exits extremely remarkable differences in factors of supporting total points, emotional support, and ability support. Students serve as student cadre get various support from teachers more, which represents in emotional supporting and ability supporting mainly. 3. It takes remarkable influence on students'academic achievement of teachers'expectation, self-conception of students'academic achievement and perception to teachers'supporting behavior. Students get higher achievement for those who get higher expectation from teachers, have higher self-conception of academic achievement and get more support from teachers than the opposite. 4. It interacts and inter-influences between students' self-conception of academic achievement and perceiving teacher's behavior of supporting. Students with higher self-conception of academic achievement get various supports from teachers more, and the other way round. 5. Although teachers'expectation has huge influence in improving students'academic achievement, at the same time, it can influence students'academic achievement through teachers'supporting behavior to students and students'self-conception of academic achievement. The intermediary variable between teachers'expectation and students'academic achievement is mainly students'self-conception of academic achievement and teachers'supporting that student perceives.