Teacher Support,Adolescents' Future Education Planning And Their Academic Achievement:A Longitudinal Study

The academic achievement of adolescents is an important reference index for the quantification of adolescent learning results and it is also the focus of parents,teachers and experts both at home and abroad.Since the 1990 s,the Positive Youth Development Perspective(PYD)has evolved and people are increasingly concerned with resources(including internal and external resources)that can contribute to the active development of adolescents rather than adolescents' problems.As a positive feature of adolescent self-development,future educational planning and academic achievement are internal resources to promote adolescents' development.The future education planning urges adolescents to prepare for a better life in the future and to promote progress in their academic achievement(Beal & Crockett,2010;Greene et al.,2004),as well as research shows that better academic achievement help adolescents to build positive future orientation(Wang Shuqiong,2011),but whether the future education planning and academic achievement of adolescents are "causal" remains to be further studied.Teachers support as an important external resource for the development of adolescents is the outside protection factor to promote the positive development of young people.Teacher support can predict a series of relevant school capacity of adolescents(Kathrya Wentzel,Shannon Russell,Sandra Baker,2016),which will help improve their school engagement(Gao Jiahui,2009)and have a significant impact on students' academic outcomes(Kathrya Wentzel,Shannon Russell,Sandra Baker,2016).Adolescents with higher teacher support always have higher academic achievement.What is the impact of teachers' support as an external resource for adolescent development on the internal resources of adolescents? What is their relationship and the internal mechanism? Previous studies have examined the relationship between teachers and academic achievement,education planning and academic achievement,but few studies have placed them in the same framework for a comprehensive research.There is even no research on the dynamic internal IV relationships of these three factors and the cross-time stability between them.Therefore,this study will firstly clear the relationship of these two internal development resources between adolescents' future education planning and academic achievement may exist in the interaction relationship,and then will consider the teacher support,adolescents' education planning,academic achievement in the same dynamic research framework to further study the possible impact of teacher support in the school environment on the future education planning and the academic achievement of adolescents.In the follow-up study,with a view to have a clearer,more accurate and comprehensive understanding of adolescents' development and then put forward targeted education recommendations,we will examine the internal mechanism of teacher support,adolescents' future planning and academic achievement.In this study,577 middle school students in Zibo City were surveyed by using teacher's support questionnaire,the Chinese version of the future revision of the adolescents' future orientation questionnaire.The same group will be re-tracked by the same questionnaire to explore the dynamic interrelationship of teacher support,adolescents' future education planning,academic achievement.The conclusions are as follows:1.There is a dynamic interaction between the future education planning(future educational exploration and future education investment)and academic achievement for adolescents.Adolescents' future educational planning can significantly predict the follow-up academic achievement,and academic achievement also has a significant positive predictive trend towards future education planning for adolescents.2.Teachers' support as an external environment variable having a significant impact on the future education planning for young people(future educational exploration and future educational input)and academic achievement.On the one hand,teachers support trends in predicting their academic performance through adolescents' future education programs;On the other hand,teacher support also predicts the trend of future educational planning through adolescents' academic achievement.From this study,we come to the educational revelation: teachers play a decisive role in the development process of adolescents,so they should give adolescents the necessary social support;adolescents should also give full play to their own subjective initiative,shaping their own positive future education planning characteristics,explore and engage in study actively and strive to improve academic achievement which will prepare for their future life.