The Relationship Of Class Environment Perceived By Midddle School Students, Interpersonal Trust And Academic-Sharing Behavior

Academic-sharing behavior can be defined as a process that students communicate with each other by exchanging their knowledge, learning experiences and study materials. It belongs to the students'sharing behavior, and has an important significance for students'growth. In present work, by establishing the questionnaire about middle school students'academic-sharing behavior, we investigated the characteristics of middle school students'academic-sharing behavior, and analyzed the correlation between the class environment, interpersonal trust and academic-sharing behavior.In our research, 198 students from two middle school of ZhengZhou are selected as pretest subjects. The later, 519 students from four middle school of ZhengZhou are selected as the formal test subjects. There were 478 cases of validity questionnaire. Based on the statistical analysis of the data, the conclusions are drawn as follows:1. The Middle school students'academic sharing behavior includes three dimensions: sharing initiative, mutual assistance in sharing and quality of sharing. These three dimensions are in accordance with our theoretical conception. Both reliability and validity of the academic-sharing behavior questionnaire achieved the requirement of psychometrics.2. The classr environment perceived by middle school students is good, the total score is higher than median; the interpersonal trust of middle school students is in a low level, total score is lower than median.3. From the research of the middle school students'academic-sharing behavior, the results show: (1) Among the academic-sharing behavior dimensions, quality of sharing has the highest score, followed by mutual assistance in sharing, and the quality of sharing has the lowest score. (2) On the gender factor, there is no significant difference. On the grade factor, there is significant difference in the dimension of sharing initiative, students of Eighth Grade have the highest score, while students of senior high school Third Grade have the lowest score.4.The class environment perceived by middle school students had positive significant relation to interpersonal trust and academic-sharing behavior.5. Class environment and interpersonal trust have positive predication for academic-sharing behavior, interpersonal trust partly mediates the relationship between classroom enviornment and academic-sharing behavior.