Research On The Relationship Between Middle School Students’ Teacher-Student Relationship, Academic Emotions And Academic Achievement

Middle school students’ academic emotions have an important influence on students learning, teacher education and school management. In order to explore the relationship between middle school students’ teacher-student relationship, academic emotions and academic achievement, this article uses middle school students’ teacher-student relationship scale, youth academic emotions questionnaire and selects 465 middle school students from three full-time middle schools in Heilongjiang province to study. Descriptive statistics is used to describe the status of teacher-student relationship and academic emotions for middle school students. Factor analysis and t test is used to investigate the effects of demographic variables on middle school students’ teacher-student relationship and academic emotions. Mediating effects analysis is used to test academic emotions on teacher-student relationship and academic achievement, and reach the following conclusions:I.Middle school students have a harmonious relationship between teachers and students. Firstly, with the grade rises, the reverse changes occur in the intimacy of teacher-student relationship and girls do better on intimacy. Secondly, student leaders’ teacher-student relationship is at a high level and rural students show avoidance tendency. Lastly, mother’s education degree has significant influences on the intimacy of teacher-student relationship.II.Middle school students show positive academic emotions during study. Firstly, academic emotions change with the grade rises, high school students have more negative emotional experience. Secondly, girls show more positive academic emotions, students from towns have more rational academic emotions. Lastly, parents’ education degree has significant influences on positive-high arousal emotions.III.The relationship between middle school student’s teacher-student relationship, academic emotions and academic achievement is as follows: teacher-student relationship and positive academic emotions are positively correlated, teacher-student relationship and negative academic emotions are negatively correlated.Harmonious relationship, positive academic emotions and academic achievement are significantly positively correlated.Ⅳ.Middle school students’ teacher-student relationship can positively predict academic achievement of students.Ⅴ.Middle school students’ academic emotions play a mediating role in the relationship between teacher-student relationship and academic achievement. Positivehigh arousal emotions are partially mediated between teacher-student relationship and academic achievement.Positive-low arousal emotions and negative-low arousal emotions are fully mediated between teacher-student relationship and academic achievement.According to the above conclusions, for the four aspects: students, society,teacher, and parents,this article puts forward following suggestions on improving teacher-student relationship and level of academic emotion: students should enhance learning initiative;society should advocate rational education; teachers should pay attention to non-intelligence factor education; parents should pay attention to children’s all-round development.