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The Relationship Among Academic Achievement Of Junior High School Students,Teachers' Support And Learning Engagement

Posted on:2019-08-25Degree:MasterType:Thesis
Country:ChinaCandidate:M Q FuFull Text:PDF
GTID:2417330548960450Subject:Education
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For junior high school students,learning is one of their main tasks,and an important indicator of their academic status is academic achievement.Many studies have shown that academic achievement can affect the individual development of the students.Students with high academic achievement tend to have relatively high self-confidence,while those with low academic achievement tend to show more emotional problems,such as peer rejection,maladjustment,loneliness and anxiety.Therefore,it is important for junior high school students to explore the influencing factors and mechanism of academic achievement.According to Bronfenbrenner(1979/1992)of the ecological system theory,micro system affect the development of young people including family,school,peer,teacher as an important part of school factors,and the interaction between students,have an important impact on students' academic.Chen Yanlei and Guo Shaoyang et.al(2016)found that perceived teacher support behavior can positively predict students' academic achievement.Students' perception of teachers' behavior has a certain influence on their behavior,Some studies have found that the teachers' perceived teachers' support for their own learning,abilities and emotions has a positive effect on their learning engagement(Yang Zhenfang,2016).And the students' own factors are also the important factors that affect their academic achievement.For example,the more students invest in learning,the higher their academic achievement.Therefore,this paper examines the relationship between student perceived teachers' support,learning engagement and academic achievement,and explores whether teachers' support affects student achievement through junior high school students' learning.In the current study,553 junior high school students from two middle schools in Zibo City,Shandong Province,were recruited and completed the measures,including “Questionnaire of Perceptive Teacher Support” developed by Ou Yangdan and the “Learning Input Scale” compiled by Schaufeli,Fanglaitan,Shiken and other translators.The aim of the study was to explore the characteristics of junior high school students' academic achievements,teachers' support and learning engagement,and the relationship between them,and test mediating effect of learning engagement on the relationship between teachers' support and students' academic achievement.In this paper,SPSS 21 was used for analysis of variance,correlation analysis,regression analysis andso on.Main conclusions drawn in the current study were as follows:(1)The junior high school students' academic achievements had significantly differences in gender and class,in the same grade,girls scored higher on academic achievement than boys,the success of the class scored higher than that of non-class students.(2)The teachers' perceived teacher support in junior high school had significant differences in grade,gender and class,the level of teacher support and emotional support perceived by the third grade students was significantly higher than that of the first and second grade students,girls scored higher on teachers' support than boys,the success of the class scored higher than that of non-class students.(3)The learning engagement had significant differences in grade,gender and class,the first grade students had the highest level of learning engagement,followed by the second grade students and the third grade students,girls scored higher on learning engagement than boys,the success of the class scored higher than that of non-class students.(4)Teacher support,learning engagement and academic achievement were positively correlated to each other.(5)Learning engagement played a mediating role between teacher's support and academic achievement perceived by junior high school students.That is,the junior high school students perceived teacher support through indirect effects on the academic achievement of learning engagement.
Keywords/Search Tags:junior high school students, perceived teacher' support, learning engagement, academic achievement
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