The Relationship Among Teacher's Adult Attachment, Teacher-student Relationship Expectation And Teacher Interaction Style

Teacher Interaction Style which shows the character of Interpersonal behavior and attitude, is the sum of behavior when teachers contact with students. Although many researches have shown that teacher's interaction style have profound and comprehensive effect on students both on the level of class and individual, the researches about the factors which influence teacher's interaction style are limited. This study will clarify and extend the examination of some psychological variables by probing mainly into the effects of Teacher's Adult Attachment and Teacher-student relationship expectation on Teacher Interaction Style.Questionnaire on Teacher Interaction revised by Jiang Guangrong, Experiences in Close Relationship-Revised revised by Lu Xiaohua etc ,The Self-Esteem Scale revised by Yang Zhongfang and My Students compiled by myself are used as the measure instruments. The credibility and validity of those are analyzed and proved good.To explain the relationship among Teacher's adult attachment , Teacher-student relationship expectation and Teacher Interaction Style better, this study constructs the causal path model which is made up of six variables. The results of path analysis and mediation examination showe that:1.the dimension of 'anxiety' in adult attachment has significant negative effect on the dimension of 'influence' in Teacher Interaction; the dimension of 'avoid' in adult attachment has significant negative effect on the dimension of 'proximity' in Teacher Interaction; the variable of 'self in Teacher-student Relationship Expectation has full mediation effect between 'anxiety' and 'influence'; the variable of 'student' in the Teacher-student relationship expectation has partial mediation between 'avoid' and 'proximity'. In conclusion, teacher's adult attachment can forecasts teacher interaction style strongly.2.The dimension of 'self in Teacher-student relationship expectation has significant positive effect on the dimension of 'influence' in teacher interaction style; The dimension of 'student' in Teacher-student relationship expectation has significant positive effect on the dimension of 'proximity' in teacher interaction style . In brief, Teacher-student relationship expectation can forecasts teacher interaction style strongly.3.Both of the 'anxiety' and 'avoid' of adult attachment have significant negative effects on the dimension of 'self in Teacher-student relationship expectation; The dimension of 'avoid' in adult attachment has significant negative effect on the dimension of 'student' in Teacher-student relationship expectation. In short, teacher's adult attachment can forecasts Teacher-student relationship expectation strongly. And the effect is larger and more direct than that it to teacher's adult attachment.4.The causal path model made up of Teacher's adult attachment, Teacher-student relationship expectation and Teacher Interaction Style supports the three relevant theory hypothesis perfectly: teacher's adult attachment has significant effect on teacher interaction style, including the direct effect and the mediation effect; Teacher-student relationship expectation has significant effect on the teacher interaction style; Teaher's adult attachment has significant effect on Teacher-student relationship expectation. Totally, this model is acceptable, which explains 6%～11.4% of variation of ds and 19.2 %～20.7% of co.This study also tests the effect of demographic variables ,which includ sex, teaching age, classification of courses, the school character, teaching age, marriage and the city residing, on the teacher interaction style. The results show that the seven variables have weak effect on 'proximity', the total explanation rate is only 0.3%. The seven variable have significant effect on 'influence', however, the total explanation rate is 25.2%. These results mean that the major aspects of teacher interaction style can not be explained by these exterior reasons.