| Academic help- seeking is an important learning strategy of self- regulated learning. As self- regulated learning has become a hot field of educational psychology research, more and more western psychologists have been studying academic help-seeking since 1980's.Most of the researches are focused on the influence factors of academic help-seeking. In this research, the researcher has not only reviewed the influence factors of academic help-seeking from four aspects, namely help-seeker'characters, helper'characters, the characters of questions and environment, but has also pointed out the shortages of the earlier researches. Aiming at these deficiencies, the researcher designed three logically related chain researches to study the relationship among the personality traits of students in junior high schools, the students'perception of teacher expectancy and academic help- seeking behaviors.In the first research, the researcher randomly selected 749 students in junior high schools in Chengdu as a sample, using the questionnaire of the five factors of personality traits for middle school students as a research tool to study the characters of personality traits of students in junior high schools. The researcher found that there were significant gender differences on the dimension of Neurotics, Agreeableness and Openness to experience. By the comparison of marginal mean, the researcher found out that on neurotics and agreeableness dimensions, girls are higher than boys, but on the dimension of Openness to experience, boys are higher than girls. Also, there existed significant grade differences on the dimensions of Neurotics and Agreeableness. By Post Hoc Multiple Comparisons, the researcher found out that the first grade students are higher than the third grade students on Neurotics dimension. The second grade students are higher than the first grade students on Agreeableness dimension.In the second research, the researcher randomly selected 219 and 282 students in junior high schools in Chengdu as a sample, analyzed and confirmed the structure of teacher expectancy from the angle of students'perception. The results showed that: the students perceive teacher expectancy from three aspects of the teacher's behaviors those are teacher's support, teacher-student interaction and feedback of student's performance. The hypothesis has been proved by this finding. The questionnaire of the students'perception of teacher expectancy, which is authorized by the researcher himself, has very good reliability coefficients and its construct validity is very good.In the third research, the researcher used the same sample with the first research, using the five factors of personality traits for middle school students questionnaire, the students'perception of teacher expectancy questionnaire and the questionnaire of academic help-seeking behavior as research tools to study the influence model and relationship among the personality traits of students in junior high schools, the students'perception of teacher expectancy and academic help- seeking behaviors. By correlation analysis, the researcher found that the personality traits of Extraversion, Conscientiousness, Agreeableness and Openness to experience are significantly positive correlate with teacher expectancy and instrumental help-seeking behavior, but significantly negative correlate with executive help-seeking or avoidance of help-seeking behavior. The personality trait of Neurotics is significantly negative correlate with teacher expectancy and instrumental help-seeking behavior, but significantly positive correlate with executive help-seeking and avoidance of help-seeking behavior. By the Mediation effect analysis and confirmation of teacher expectancy, the researcher found that the personality of Conscientiousness, Openness to experience and Extraversion can predict teacher expectancy positively, while Neurotics can predict teacher expectancy negatively. The personality of Conscientiousness and Extraversion can predict instrumental help-seeking behavior positively, Neurotics can predict instrumental help-seeking behavior negatively, and Teacher expectancy has fully mediated the prediction of Extraversion for instrumental help-seeking behavior, partly mediated the prediction of Conscientiousness and Neurotics for instrumental help-seeking behavior. The personality of Neurotics can predict executive help-seeking and avoidance of help-seeking behavior positively, Conscientiousness can predict executive help-seeking and avoidance of help-seeking behavior negatively, and Teacher expectancy partly mediated the prediction of Neurotics and Conscientiousness for executive help-seeking and avoidance of help-seeking behavior. On the basis of correlation and regression analysis, the researcher used the variables, which correlated with all independent variables significantly and can predict them, to construct a model first, and then used the method of structural equation to test it. The Goodness of Fit Statistics showed that the research data fitted the model perfectly, the model was reasonable.combining the findings with the first research, we knew that teachers should pay more attention to the development of the ability of emotion regulation of girls and the first grade middle school students to help students in junior high schools develop right help-seeking behavior.
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