Junior High School Teacher-student Relationship With Their Personality, Communication Attribution Study

Based on literature summary and interview with students, a student rating Teacher-student Relationship Questionnaire (T-SRQ) with high reliability and validity was constructed by the exploratory factor analysis. With the T-SRQ, this thesis explored the characteristics of teacher-student relationship of junior middle school students, then it studied the relationships of teacher-student-relationship with social attribution and personality. The results indicated: 1)Significant grade differences of teacher-student relationship were demonstrated, but there was no significant difference between gender and age. 2)Correlation between teacher-student-relationship and warming, emotion stability, stability, social boldness, self-reliance and was positive significant, was negative significant with openness to chance, anxiousness, lively, tension. 3)Correlation between teacher-student-relationship and self-direct attribution was not significant. Correlation between teacher-student-relationship and outside attribution was negative significant. 4)Personality and social attribution accounted for 28.2% variance of teacher-student-relationship. 5)Significant differences between positive and negative teacher-student-relationship at warming, emotion stability, lively, stability, social boldness, openness to chance, self-reliance and tension. 6) Significant differences between positive and negative teacher-student-relationship at effort and luck attribution. 7) Correlation between background attribution and anxiousness was positive significant, was negative significant with social boldness. Correlation between luck attribution and tension was positive significant, was negative significant with warming, emotion stability, self-reliance stability. Correlation between ability attribution and intelligence was negative significant.