The Relationships Between Perceived Teachers’ Expectations,Academic Self-concept And School Adaptation Among Junior Middle School Students

With the development of the society,the mental health of the students is concerned by more and more people.The junior high school stage is very important for the development of the teenagers.Therefore as an important index,the school adaptation of the junior high students is especially paid attention to by many experts or researchers.In fact,many factors influence the school of the junior school,such as the parenting style,teacher-student relationship and the characters of the students’own personality.However,in the previous study,the role of the teachers wasn’t fully noticed during the students’ adapting to school.In view of this,this research is based on the perception of students’teachers’ expectancy to explore the relationships between the teachers,expectancy and the students’ school adaptation.Besides this,this research also talked about how the teachers’ expectancy influenced the students’academic self-concept and explored furtherly the relationships among the three variables.This research that was based on the teacher expectancy effect theory explored the relationships among the junior high school students’ perceived teacher’s expectancy,academic self-concept and school adaptation by using the questionnaire.666 junior high students were chosen as the sample of this research,they are mostly from the rural areas of Jinan City.The school adaptation Inventory for junior school students,academic self-concept questionnaire and the questionnaire of teacher’ s supporting behavior to students were used to collect the dates of the students’ school adaptation,academic self-concept and the perception of the students’ teachers’expectancy.The dates collected were used to explore the relationships among the three variables.The results of this research were the following.1.The school adaptation of most school students was good.But there is significant difference between girls and boys,no difference between only-child students and non-only child students,and significant differences among the different grades in students’ school adaptation.2.There was significant difference between girls and boys,no significant difference between only-child students and non-only child students,and no significant difference among the different grades in students’ academic self-concept.3.No significant difference existed between girls and boys,no significant difference between only child students and non-only child students,but significant difference was found among the different grades in the students’ perceived teacher’s expectancy.4.Significant positive relationship was found between and the students’ school adaptation and the students’ perceived teacher’s expectancy;significant positive relationship was also found between the students’ perceived expectancy and the students’ academic self-concept;the students’ self-concept appeared positive relationship with the students,school adaptation.The students’ academic self-concept played intermediary effect between the students’ perceived teacher’s expectancy and the students’ school adaptation.