Relationship Research Of Teacher-expectant Perception, Perceived Academic Self-efficacy And Academic Achievement

Teacher expectation as an important emotional factor,is an important external factors role in the development of students.Academic self-efficacy is the important internal factor that affecting students' learning motivation.According to previous research results,the student's academic achievement is affected by many factors.As learning outcomes,academic achievement is produced by internal factors and external factors of students.This study focuses on two aspects of teachers' expectation and academic self-efficacy,an external factor and internal factor.The research objects are junior high school students who have distinct psychological development characteristics.Based on the researches of teachers' expectation and academic self-efficacy at home and abroad,based on the researches of predecessors,by means of the theories of pedagogy and psychology,the study uses literature,investigation and interview to study students perceived teachers' expectation and academic self-efficacy,and to explore the relationship between the three variables,that are teachers' expectation,academic self-efficacy and academic achievement.By analyzing the results of this study as a realistic basis,combined with the relevant theoretical basis,the purpose of this study is to propose recommendations for teaching reality and countermeasures.In this study,412 junior high school students were surveyed.The results of the study of the teacher's expectation for the student are listed as follows: In the student perception of the teaching interaction,the boys score is significantly higher than girls'.In students' perceived teacher support,teaching interaction,academic feedback dimension,and teacher expectation overall,the students' score shows an increasing trend,and the third grade students scored significantly higher than the first and second year students'.In students' perceived teacher support,academic feedback and teachers' expectation on the whole,the score of students sitting in the front row is significantly higher than the score of those sitting in other locations.In students' perceived teacher support,the score of who been a class leader is significantly higher than that of ordinary students in class.In students' perceived teacher support,teaching interaction,academic feedback dimension,and teacher expectation overall,students with higher grades have significantly higher score than students with lower academic performance.In learning behavior self-efficacy and academic self-efficacy on the whole,boys score is significantly higher than girls'.In learning behavior self-efficacy and academic self-efficacy on the whole,the score of students from town is significantly higher than that of students from countryside.In the learning ability self-efficacy,the score of students sitting in the front row is significantly higher than that of students sitting in the middle of the classroom.Academic self-efficacy in two dimensions and overall,students with higher grades have significantly higher score than students with lower academic performance.Students' perception of teacher expectations in three dimensions and overall,and academic self-efficacy of two dimensions and overall are significantly positively related to relationship.Students' perception of teacher expectations in three dimensionsand overall,and student academic achievement have significantly positive correlation relationship.Academic self-efficacy of two dimensions and overall,and academic achievement have significantly positive correlation relationship.Students' perception of teacher expectations and academic self-efficacy have predictive effect on academic achievement.Students' perception of teacher expectation can directly affect academic achievement.It also can indirectly influence academic achievement by influencing academic self-efficacy.Academic self-efficacy can be used as the intermediary variable between students' perception of teacher expectation and academic achievement.According to the findings of the study,the study make the following three teaching suggestions: Focus on the generation conditions and delivery path of teacher expectations,making the students aware of more positive expectations.Pay more attention to the cultivation of students' academic self-efficacy,to improve the learning initiative of students.To establish a good relationship between teachers and students,strengthening the emotional intercourse between teachers and students...