Teenagers' Teacher Attachment's Effects To Prosocial Behavior: Regulatory Emotional Self-Efficacy As Mediation

The education of adolescents has always been a matter of great importance for each of us,every family and even society as a whole.This study will discuss how to improve the level of prosocial behavior from the aspects of teacher attachment and regulatory emotional self-efficacy,so as to provide another feasible way for the young people's socialization process,provide theoretical basis for the improvement of teacher-student relationship development,the healthy growth of young people to provide more advice and help.Methods: A key middle school in Changsha,grade one,junior two,senior one,senior two,each of 3 classes,a key middle school in Yueyang County of Pingjiang,3 classes,3classes,2 classes,2 classes were investigated by teacher attachment scale,regulatory emotional self-efficacy scale and prosocial behavior tendency questionnaire.A total of 1054 questionnaires were distributed and 1009 were recovered.Analysis using general description statistics,differences in analysis,correlation analysis and intermediary testing.Results:(1)The average level of the three variables of adolescents' teacher attachment,regulatory emotional self-efficacy and prosocial behavior is higher than that of the three variables,and the other mean points are slightly higher than the median median.(2)The help and acceptance dimension of adolescents' teacher attachment and acceptance of adolescents in grade,whether the only child,whether to serve as class cadre,class teacher gender differences;refused dimension in gender,grade,whether there is a significant difference in class cadres;In terms of gender,grade,whether the only child,whether to serve as class cadres,class teacher gender differences in these demographic variables are significant differences;prosocial behavior in the grade,whether to serve as class cadres,class teacher gender differences significantly.(3)There were significant correlations between the three variables of adolescent teacher attachment,regulatory emotional self-efficacy and prosocial behavior,and there was a significant correlation between the dimensions of different variables.(4)Help and acceptance,rejection and regulatory emotional self-efficacy can play a predictive role in prosocial behavior,and regulatory emotional self-efficacy in the help and acceptance and prosocial behavior between the intermediary role,in the refusal and prosocial behavior play a fully mediated role.Conclusion: The influence of teacher attachment on pro-social behavior is achieved through two ways: first,teacher attachment directly affect the pro-social behavior of adolescents;second,teacher attachment through regulatory emotional self-efficacy on the pro-social behavior played an indirect positive predictive effect.