| With the increasing emphasis on the education reforms, all the topics of schools education have been concerned. In recent years, building a harmonious campus has become the focus of school reform, and the teacher-student relationship is the core of the harmonious campus, so the teacher-student relationship has become a major concern in pedagogy and psychology. As we all known, Junior middle school stage is a special stage is a special stage, and students are entering the period of adolescence, the student’s physical and mental are undergoing tremendous change, and accompanied by a series of psychological characteristics, such as rebellious, sensitive, closed and so on. So, the teacher-student relationship of junior high is easier influence on students’ learning and living.Some research methods such as literature review and survey investigation were used to explore the influence of the teacher-student relationship to academic self-efficacy and motivation. Selected 360 students from two schools in KaiFeng to fill out the questionnaires. Finally, we reclaim 346 questionnaires, among which 315 questionnaires are valid. Use SPSS17.0 to analyze the valid data. The conclusion is as follows:1. In the teacher-student relationship, there are significant differences in terms of grade, class leader while there are no significant differences in gender. The result show that:(1) grade one better than grade two and grade three, and there are no significant differences in grade two and grade three. In the factors of intimacy and attaching, grade one better than grade two and grade three; in the factors of avoidant and conflict, grade two and grade three higher than grade one.(2) class leader better than non-class leader. In the factors of intimacy and attaching, class leader better than non-class leader; in the factors of avoidant and conflict, non-class leader higher than class leader.2. There are marked difference between the teacher-student relationship, the academic self-efficacy and motivation.3. The teacher-student relationship and the academic self-efficacy can significant predict the motivation.4. The academic self-efficacy plays a significant mediatory role between the teacher-student relationship and motivation. |
