The Relationship Of High School Students’ Teacher-student Relationship, Self-esteem And Academic Help-seeking

When the students have problems in learning that can not be solved bythemselves, they will seek help from others and proper help-seeking can do a greatfavor to improve their study. Their teachers will be the perfect people to offeracademic help to the students more efficiently. So the teacher-student relationship isimportant for the students’ academic help-seeking. However, high school is a preciselykey period to form self-identity for students, and they began to care about others’evaluation, especially their teachers’. When students are feeling the teachers are equalkindness to them and do not pose a threat to lower their self-image, they are oftenwilling to be close to the teachers and seek help to solve learning difficulties. On thecontrary, if students are aware of the disrespect and bias from their teachers, they tendto be far away from their teachers or even have conflict with them and are unlikely toseek help from them. Therefore, these feelings of high school students will affect theirbehaviors. Based on this, this study will explore the direct effect of teacher-studentrelationship on their academic help-seeking, and the intermediation role thatself-esteem plays in the teacher-student relationship.508students from grade10and245students from grade11are measured in aclass unit,366boys and387girls separately. The students are from Chengyang inQingdao and three high schools in Zaozhuang from Shandong province.Teacher-student relationship questionnaire, self-esteem questionnaire and academichelp-seeking questionnaire are used. The main results are as follows:1. As for instrumental academic help-seeking, attachment and intimacy betweenteachers and students could positively predict the instrumental academic help-seekingsignificantly, while avoidance between teachers and students could negatively predict the instrumental academic help-seeking significantly.2. As for executive academic help-seeking, the conflict and attachment betweenteachers and students could positively predict the executive academic help-seekingsignificantly, while the intimacy between teachers and students could negativelypredict that significantly.3. As to avoidance of academic help-seeking, the intimacy between teachers andstudents can negatively predict the avoidance of academic help-seeking significantly,while the conflict and avoidance between teachers and students could positivelypredict that significantly.4. Self-esteem can positively predict instrumental academic help-seekingsignificantly, while negatively predict executive academic help-seeking and avoidanceof academic help-seeking significantly.5. Self-esteem plays a mediation role in the relationship of academichelp-seeking and teacher-student relationship.