Liaoyang City Junior High School Teacher-student Relationship Characteristics And School Adjustment

The teacher-student relations in junior high school are the most essential relations in school life. The relations play very important roles in students'psychological development and school adjustment. This research targets at the characteristics of the development of the teacher-student relations and their relationship with school adjustment. 362 students of Grade 1 to 3 from three junior high schools were assessed to finish the test to help find the above characteristic and relationship. The study shows that, in general, the scores of close and dependent relations between teachers and students is higher than that of conflictual and avoidant relations. In the aspect of the development of grade, Grade 2 is a turning point. The development of close and dependent relations has a tendency to form a V. The teacher-student relations in Liaoyang junior high schools can be classified into two: the close type and the conflictual type. In the development of close type, the scores decrease with the increase of the grades. The Grade-1 students have the highest intimacy with the teachers, while the Grade-2 have the lowest. In the development of the conflictual type, the scores have a tendency to increase with grades. The Grade-1 students have the fewest conflicts with the teachers, while the Grade-3 have the most. The teacher-student relations differ greatly in grades; while the school adjustment of the students differs insignificantly in genders and grades. In the relationship between teacher-student relations and school adjustment, students who have fewer conflicts with teachers have better social competence, on the other hand, antisocial behaviors increase; those who were more dependent on and close to teachers have better social competence than those who were less, and the those who were less close have more antisocial behaviors; those who were less avoidant to teachers have better social competence than those who were more, and on the other hand, those who were more avoidant to teachers have more antisocial behaviors than those who were less. The three dimensions of the teacher-student relations significantly predict the students'school adjustment and their dependence have not entered the regression equation, while in the aspect of social competence, intimacy noticeably predicts the students'social competence positively, and the avoidance negatively, the former one predicts social competence most strikingly.