The Relationship Among Perceived Teacher Expectancy,Self-worth And English Achievement Of High School Students

This study mainly investigated the relationship among perceived teacher expectancy,self-worth and English academic achievement.In order to explore the relationship between these three variables,the researchers selected three classes in the first grade of Wuhan Hongqiao high School.The total number of these three classes was 138,and the subjects were between 15 and 17 years old.For some reasons,only 116 students' participated in the questionnaire,including 8 invalid questionnaires and 108 valid questionnaires.In this experiment,the researcher used quantitative and qualitative research methods together,namely,questionnaire and interview.The questionnaires included Perceived Teachers' Differential Behavior Scale and Adolescent Self-worth Scale.Questionnaire of perception of teacher expectation was developed and designed by Fan Liheng and Jin Shenghua.The scale consisted of four dimensions:teacher opportunity,teacher guidance,teacher negative feedback and teacher affection.There were 23 items in the questionnaire,five of which were reverse questions,and scored reversely.The respondents only chose one rating for each question,from "never" to "always".The researcher used Likert Scale to score the questionnaire.The higher the score of the questionnaire was,the higher perceived teacher expectancy was.The self-worth scale,designed by Huang Xiting et al.,was used to measure the level of Chinese native students' self-worth.The scale included multiple dimensions and levels,it contained 56 items.Each subject could only make one choice in each item.The researcher also adopted Likert Scale to score each questionnaire,from "completely inconsistent" to "totally consistent".The higher the score was,the higher the students'self-worth was.Due to the fact that the mid-term examination was joint exam of five schools,which was authoritative and representative,the researcher was determined to use the mid-term results to represent the level of the subjects' academic achievement.The questionnaire survey and interview conducted before exam.First of all,in the face of all the participants,the researcher made an explanation of the questionnaire,and declared that the results of the questionnaire had nothing with the mid-term achievement.All subjects were asked to complete their answers in half an hour according to their own real situation.After the questionnaires,12 students were selected to do the interview in order to gain a better understanding of the students' perception of expectation and self-worth.In the end,the recordings of the interview was transcribed.The main analysis methods included descriptive analysis,independent sample t-test,correlation analysis and regression analysis.The results of this research were as follows:(1)In the whole,perceived teacher expectancy of senior high school students was moderate,and there were no significant difference in perceived teacher expectancy on whether they were boys or girls and on whether they were the only children or not,but there existed significant difference on whether they were class leaders or not.(2)Self-worth of senior high school students was at average level,and there were also no difference in self-worth on whether they were boys or girls and on whether they were the only children or not,but there existed significant difference on whether they were class leaders or not.(3)Perceived teacher expectancy had a significant and positive relationship with English achievement.Perceived teacher expectancy could predict English academic achievement independently.Students with high perceived teacher expectancy might have higher academic achievement.(4)Self-worth was in significant and positive correlation with English achievement.Self-worth could predict English academic achievement independently.Students with high self-worth might have higher academic achievement.(5)Perceived teacher expectancy and self-worth could influence each other to some degree.They were positively correlated with each other.(6)Self-worth acted as the intermediary role in the relationship between perceived teacher expectancy and academic achievement in this study.