The Correlation And Intervention Research Between Teacher Support Behavior And Academic Self-concept Perceived By Primary School Students

Teachers usually exert significant influence over students.For example,at primary school,students hold deep trust and worship of their teachers.Therefore,it is natural for teachers' actions affect students in various ways.In order to assess the impact of teachers showing support for pupils,the paper has conducted a preliminary study on status and the relations between the support of teachers as perceived by high grade students in primary school during daily study,and the students' concurrent academic self concept.Based on the above investigation,the paper further explore the practical impact of taking intervention measures by teachers and incurred change on self concept of students and the relations between the two as discussed.The study adopts questionnaire survey,targeting 350 G3-5 students in a public primary school city in Putuo District,Shanghai.With two surveys including the students' perception of teachers' supporting behavior questionnaire and students' self concept questionnaire conducted,the following conclusions could be drawn from the analysis of the two scales eveluating the scores of high grade primary school students.(1)There is a significant gap in academic self-concept between boys and girls when it comes to mathematics capability,as boys usually perform better.(2)Being a class cadre will affects the student's academic self concept as shown by 3-dimensions of the scale,and their perception of the teachers' support as also indicated by 3-dimensions of the scale.The result shows being a class leader could make a student score higher than others in all performance evaluation domains.(3)Age also has a significant impact on students' academic self-concept and its three dimensions,along with their perception of the teachers' support and its three dimensions.Among it,students in grade 5 score higher than those in grade 3 and grade 4 to a great extent.(4)There is a positive correlation between the students' ability to perceive teachers' support and their academic self-concept.Being able to perceive teachers' support in3 dimensions including emotion support,learning support,capability support will extensively predict the students' potential in mathematics study,verbal skill,and their general performance at school.Based on the above findings,this study divided 60 students scoring lower in academic self-concept questionnaire into the experimental group and the control group.The intervention plan has been made by training teachers in three courses of Chinese language,mathematics,and English Language on how to improve their expectation teaching skill,and have experimental group taught for 6 months according to the plan.After that,a second round of test has been conducted again on both experimental group and control group.The analysis of the scores of the pre-test,as well as the post-test demonstrates as follows:The use of teacher support skill training as an effective teachers' intervention measure will enhance students' perception of their teachers' support,and therefore affect the students' academic self concept,that is,the academic self-concept scores increase on the scale.It clearly proves that the intervention measure is of substantial practical use,which provides an important guidance on optimizing education and teaching research.