Intermediary Role Of Teacher-student Relationship: The Relationship Between School Connectedness And High School Students’ Academic Self-concept And Self-esteem

This study used questionnaires to investigate 919 high students come from four high schools in four urban areas in Jiangxi Province. Questionnaires’ construct validity was analyzed by correlation analysis, the interpretation of the questionnaire reliability by Cronbach α coefficient.Using analysis of variance to find out the difference of high school students’ academic self-concept and self-esteem in grade, gender and on whether the class leader. Using correlation and regression analysis to explore the links among school connectedness, teacher-students relationship with high school student’s academic self-concept and the lever of their self-esteem. To explore the intermediary role of teacher-students relations between school connectedness and students’ academic self-concept and self-esteem by structural equation model. The results show:First. high school students’ academic self-concept as a whole in the middle level(M> 3), high school students’ academic self-concept were significantly different in grade(P=0.000); High school students’ academic self-concept were no significant differences in sex; High school students’ academic self-concept were significantly differences in whether the student is class cadre.Second. High school students’ self-esteem was in the middle above the overall level(M>2.5),high school students’ self-esteem was no significant different in grade(P=0.163); There were significant differences in gender for high school students’ self-esteem(P=0.000); High school students self-esteem were significantly different on whether they are class cadre(P=0.018).Third. There was a significant positive correlation between school connectedness and high school students’ academic self-concept and its dimensions(P<0.001),Self-esteem and school connectedness also proved has a significant positive correlation(P<0.001); School connectedness and teacher-students relationship with its dimensions were significantly positively correlated(P<0.001); The overall teacher-students’ relationship and its intimacy, supportive, satisfaction with academic self-concept as a whole and its dimensions had a significantly positive correlation(P<0.001), overall teacher-student relationship with its resistance, supportive, satisfaction had a significant positive correlation with self-esteem(P<0.001), conflicting with academic self-concept was a significant negative correlation(P<0.001), conflicting and self-esteem was a significant negative correlation(P<0.001).Fourth. School connectedness for academic self-concept with its dimensions have a significant positive effect(P<0.001), Both school connectedness and teachers-students relationship with its dimensions has a significant positive effect on academic self-concept(P<0.001); School connectedness has a significant positive effect on self-esteem( ? =0.230,P<0.001), Schools connectedness and teacher-students relationship together has a significant positive effect on self-esteem(?=0.179,P<0.001).Fifth. Intimacy has played partial mediator role between school connectedness and perceived academic ability, academic behavior monitoring, academic joyful experience, academic achievement; The conflicting has played partial mediator role between school connectedness and perceived academic ability,academic behavior monitoring, academic joyful experience, academic achievement, Conflicting also played partial mediator role between school connectedness and self-esteem; Supportive has played partial mediator role between school connectedness and perceived academic ability,academic behavior monitoring, academic achievement; Satisfaction hasplayed partial mediator role between school connectedness and perceived academic ability,academic behavior monitoring, academic joyful experience, academic achievement; Satisfaction also played partial mediator role between school connectedness and self-esteem.