Research Of The Relationship Among Interpersonal Teacher Behavior,Junior Student's Self-concept And School Adjustment

Interpersonal Teacher Behavior or Interactional Teacher Behavior of this research only refers to the teacher's behavior in interaction between teachers and students. There are many disputes and problems to be resolved caused by different research perspectives in the existing research, for example, the concept and structure of interpersonal teacher behavior is not clear, the attention on intermediation between interpersonal teacher behavior and students'learning achievement is not enough. The research, which bases on interaction between teachers and students and students'reaction on interpersonal teacher behavior, preliminarily designs interpersonal teacher behavior model by using structural equation model and conducts the test of the mediator variable and its effect analysis. By this method, the research attempts to explain the structure of interpersonal teacher behavior, the relationship between interpersonal teacher behavior and student self-concept and school adjustment, and the mechanism of the influence of interpersonal teacher behavior on student self-concept and school adjustment.The samples of beforehand questionnaire examination of the research are 316 students from 6th to 9th grade in one key middle school and one common middle school in Cheng Du city. Among them, there are 151 male students and 165 female students, 105 7th grade students, 107 8th grade students and 104 9th grade students. The samples of formal questionnaire examination of the research are 612 students from 6th to 9th grade in one key middle school and one common middle school in Cheng Du city. Among them there are 283 male students and 329 female students, 211 7th grade students, 198 8th grade students and 203 9th grade students.By preliminarily designing interpersonal teacher behavior structure based on the literature summarize and the actual investigation on junior students, analyzing beforehand questionnaire examination data and exploratory factor and conducting reliability analysis and confirmatory factor analysis, the research finds that: (1) Interpersonal teacher behavior contains two aspects: positive interpersonal teacher behavior and negative interpersonal teacher behavior. The positive interpersonal teacher behavior has six dimensions: leading, friendly help, students'autonomous ability, understanding, strict, and trust; the negative interpersonal teacher behavior has three dimensions: dissatisfaction, disciplinary and difference behavior. The structure without hesitation basically corresponds with theoretical conception of the research. (2) Self-designed interpersonal teacher behavior questionnaire has good reliability and validity.Research on interpersonal teacher behavior characters shows that: (1) Among the positive interpersonal teacher behavior dimensions perceived by junior students, leading has the highest score, followed by friendly help, strict and understanding, and the dimensions of autonomous ability and trust have the lowest score. Among the negative interpersonal teacher behavior dimensions, difference behavior has the highest score, followed by disciplinary and dissatisfaction. Difference students have large different scores on the same interpersonal teacher behavior dimension. (2)The scores on all positive interpersonal teacher behavior of female teachers perceived by junior students are higher than the male teachers', but male teachers'scores on all negative behavior are lower than the female's. (3) T examination of interpersonal teacher behavior perceive in different kind schools shows that there is no significant difference between key middle school's interpersonal teacher behavior perceive and that of common middle school. (4). Multivariate analysis of variance show that there is reaction between student sex and grade on the junior's interpersonal teacher behavior perceive, and there is significant sex and grade difference in the junior's interpersonal teacher behavior perceive. (5). Viewed from development trend, the scores of all the positive interpersonal behavior perceive in junior's interpersonal teacher behavior perceive decline from 7th grade to 9th grade, but the scores of all the negative interpersonal behavior perceive increase.The research on the relationship between interpersonal teacher behavior, junior's self-concept and school adjustment shows that: (1) The highest score in junior's dimensions is self-concept, self-action is second, and the lowest is self-satisfaction. The total score of female junior's self-concept and the scores in each dimension are all higher than that of male junior. Viewed from development trend, the total score of self-concept and the scores in each dimensions increase as"V"with the grade increasing. (2) The highest score in junior's society ability of school adjustment is study skill, self-management is second and the lowest score is interpersonal communication skills. The highest score in anti society behavior is hostility-irascibility, followed by overcritical mind-destruction, and the lowest score is anti society and assault. The general scores of social ability are higher than that of anti-society behavior. The female students'scores in each dimensions in society behavior are higher that that of male students, and the female students'scores in each dimensions in antisociety behavior are lower that that of male students. The scores of student society behavior decline with the grade increasing, and the scores of student anti-society behavior increase with the grade increasing. (3) There is obvious relationship between interpersonal teacher behavior, junior's self-concept and school adjustment. (4). Multiple regression analysis on the relationship between interpersonal teacher behavior, junior's self-concept and school adjustment shows that: The juniors'interpersonal teacher behavior perceive has obvious direct predication on their self-concept and school adjustment and the juniors'self-concept also has obvious direct predication on their school adjustment. (5). By the structural equation model of relationship between interpersonal teacher behavior, juniors'self-concept and school adjustment and the examination of mediator variable and its effect analysis, we find that the positive interpersonal teacher behavior not only direct influences on student society behavior, but also influences on student society behavior through student self-concept. The mediating effect of self-concept is 29.5% oftotal effect. The influence of positive interpersonal teacher behavior on student antisociety behavior realizes by the mediator variable of self-concept The negative interpersonal teacher behavior not only direct influences on student society behavior, but also influences on student society behavior through student self-concept. The mediating effect of self-concept is 16.1% and 18.0% of the total effect.