A Relational Study On Teacher-Student Relationship, Academic Self-Concept And Academic Help-seeking Of The Primary And Secondary School Students

Since the 80's of the twentieth century until now, the subject on the study of the academic help-seeking and the influential factors have been the attention of the domestic and oversea education psychologists. It deals with mainly from the following three aspects: the features of the help seekers, their tasks and sensation features, and the helpers'features to analysis. The specific relationship between Teacher-student relationship and their academic help-seeking behavior is not very clear. Meanwhile it have obtained the resourceful theory results, such as the impact of motivation, attribution, achievement goal orientation, awareness of the capacity, self-esteem, self-efficacy, grade, gender, etc to academic help-seeking behavior. But the existing results have the inconsistent points, if the behaviors of help-seeking exists the gender and age differences.This study attempts to explore the causal relationship among primary and secondary teachers-students relationship, academic self-concept and academic help-seeking with the structural equation modeling approach. 1050 primary and secondary school students were selected to take the test to prove that some of the dimensions of teacher-student relationship, academic self-concept are the influential factors of academic help-seeking behavior with the questionnaire method, then after the analysis of variance, correlation analysis and multiple regression, we get the conclusions:1. There is significant difference of academic help-seeing in grade, and no significant difference in gender. There is significant difference on scores of conflict of teacher-student relationship in gender. There is significant difference of conflict,intimacy,avoidance of teacher-student relationship in grades. There is significant difference of primary and secondary students in the academic self-concept in sex and grade.2. The scores on dimensions of teacher-student relationship ralate to the scores on dimensions of academic help-seeking significantly.3. Academic self-concept and academic help-seeking in all dimensions were significantly related.4. The scores on dimensions of teacher-student relationship relate to academic self-concept significantly.5. Teacher-student relations and academic self-concept of the primary and secondary school students have a good prediction to the academic help-seeking behavior. The conflict and avoidance of teacher-student relationship can predict executive help-seeking positively; the intimacy of teacher-student relationship can predict the executive help-seeking negatively. The conflict and avoidance of teacher-student relationship can predict avoidance of help-seeking positively; the intimacy of teacher-student relationship can predict the avoidance of help-seeking negatively. The intimacy and attachment of teacher-student relationship can predict instrumental help-seeking positively; the conflict of teacher-student relationship can predict it negatively. The intimacy and attachment of teacher-student relationship can predict academic self-concept positively, while the avoidance and conflict of teacher-student relationship can predict it negatively. The academic self-concept can partly predict conflict,intimacy and avoidance of teacher-student relationship for executive help-seeking and avoidance of help-seeking. Also can partly predict conflict,attachment and intimacy of teacher-student relationship for instrumental help-seeking.