The Relationships Of Differential Teacher Behavior Academic Emotion And Academic Achievement

The studies of differential teacher behavior root in Teacher expectancy effect, differential teacher behavior is mainly refers to the students perceived teacher’s different emotions and different behavioral responses when treating different students in the teaching process. Teachers are most closely to students’school life, and their different treatments may influence student’s inner feelings and emotional experience when they finish work and achieve the learning effect. So this study will discuss the relationships of differential teacher behavior academic emotions and academic achievement.which is contribute to understand the academic emotion’s role between differential teacher behavior and academic achievement,what’s more, form a good relationship between teachers and students and promote the development of the students’ academic emotion and academic achievement.This study selected2middle schools in Xian, there are670students from grade1of Junior middle school to grade3of senior middle school as the research object. Take the middle school students’feeling of teachers’difference behaviors questionnaire and teenagers academic emotion questionnaire and the scores of midterm exam of Chinese, Maths, English as research tools. Using variance analysis, correlation and regression analysis and statistical way to investigate the feature of differential behavior and academic emotion and analyze the relationship between them, and draw the following conclusion:1. In perception of differential teacher behaviors,middle school boys are significantly higher than girls; In the academic emotional experience, the girl for positive and negative emotions to the academic experience significantly higher than boys. Boys pay more attention to evaluation of objective things, girls are more inclined to the inner world of the experience. So people should pay more attention to the boy’s living conditions, to help them on individual character development; And pay more attention to girls’emotional changes, give them more emotional counseling and support.2. Grade3middle school students’ percipience to differential teacher behavior in the dimensionality of "guidance control" and "negative feedback" is significantly higher than other five grades, this may be relate to adolescence rebellious attitude, so we should strengthen the intensity of the emotional support.3. Middle school students in positive high awaken. positive low awaken and negative low awaken three dimensions of academic emotion are significant different. Grade three senior middle school students have high level of positive awaken emotions and lower levels of positive low awaken academic emotion. Which demonstrates that grade3senior middle school students in an positive state overall.4. The class cadre’s perception of "opportunity privilege" and "emotional support" are significantly higher than the of the common students, and experience more positive academic emotion and less negative academic emotions than common students. It indicates that in school education there does exist the class cadre of "preferential treatment ", also can affect students’ emotional experience.5. Family status has a significant effect on student’s negative low awaken academic emotion experience, people should pay attention to the influence of unrealistically competition in school.6. Key middle school students feeling more negative feedback and less emotional support than the average middle school student, so the key middle school students also experience less positive academic emotion and more negative academic emotions.7. Teachers’ privilege chance, and guidance control and emotional support all have a positive correlation to students’ positive emotions, and negatively correlated to low and negative emotional awakening; Negative feedback and negative academic emotions were positively correlated.8. Differential teacher behavior can not only directly influence the students’ academic emotion, can also play a role in mediating effect on academic achievement.