The Influence Of Teacher's Differential Behavior On Junior High School Students' Academic Achievement

In this study,519 junior high school students were interviewed to explore the relationship between teacher's differential behavior,academic emotions,achievement goal orientation and academic achievement,and further explore whether the academic emotion and achievement goal orientation as an intermediary variable participated in the influence of teacher's differential behavior on academic achievement.The results show:(1)Gender:There are significant differences in opportunities for privilege,negative feedback,and emotional support of teacher differential behavior.There is no significant difference in academic emotions.There is only a significant difference in achievement goal orientation between mastery avoidance goals;Grade:There are significant differences between the four dimensions of teacher's differential behavior,positive awakening of academic emotional and negative awakening,as well as the mastery approach goal and achievement avoidance goal in achievement goal orientation;Class cadres:There are significant differences in opportunity privilege,direction and control and emotional support,and there are significant differences in the four dimensions of academic emotional and achievement goal orientation in achievement approach goals,mastering approach goals,and achievement avoiding goals.(2)There is significant positive correlation between opportunity privilege and positive academic emotion(high and low arousal)in teacher's differential behavior,and negatively correlated with negative academic emotion(high and low arousal).There was significant positive correlation between instructional control,emotional support and positive academic emotion(high and low arousal),and negatively correlated with negative low arousal of academic emotion.Negative feedback was significantly negatively correlated with positive low arousal and negative academic emotion(high and low arousal).(3)There is a significant negative correlation between the opportunityprivilege,the emotional support and the achievement avoidance goal in the teacher's difference behavior,which is positively correlated with the remaining three kinds of goal orientations.There was significant positive correlation between the guidance control and the three dimensions except the achievement avoidance goal.Negative feedback was significantly negatively correlated with the mastery of the target,which was positively correlated with the objective of achievement avoidance.(4)Positive and high arousal of academic emotion was positively correlated with three dimensions except for achievement avoidance goal.The positive and low arousal of academic emotion is positively correlated with the goal of achievement approaching and the goal of grasping the target,which is negatively correlated with the goal avoidance target.Negative high arousal of academic emotion was significantly negatively correlated with mastery of reaching target,which was positively correlated with the remaining three dimensions.Negative low arousal of academic emotion has a significant negative correlation with the mastery of reaching goal,which is positively correlated with achievement avoidance goal and mastery avoidance goal.(5)There is a significant positive correlation between opportunity privilege,emotional support and academic achievement in teacher's differential behavior.Instructional control,negative feedback and academic performance were not significantly correlated;positive academic emotion(high and low arousal)was positively correlated with academic achievement,negative academic emotion(high and low arousal)was negatively correlated with academic achievement,and achievement avoidance goal was negatively correlated with academic achievement,the remaining three dimensions were positively correlated with academic achievement.(6)Positive low arousal emotion and achievement avoidance goals are fully mediating between opportunity privilege,direction and control,emotional support and academic achievement;positive low arousal emotion and achievement approach goals are in emotional support and academicachievement.The negative low arousal emotion and mastery avoidance goal play a complete intermediary role between emotional support and academic achievement.