The Correlation Research Of Differencial Teachers Behavior Perception,Students' Emotion And Achievement Motivation In The Higher Grades Elementary Students

It is an important and necessary period of life for everyone when he or she stepped into the primary school.Three themes are involved in School education,that is,teachers,students and schools.The smooth running of school education is inseparable with interaction among that three.There are three factors closely related to student academic achievement,which include teacher difference in behavior,academic emotions and achievement motivation and so on.It has been proved that there is a close correlation between academic emotions and teacher difference in behavior or achievement motivation.But there is no a direct relationship study on teachers differences in behavior and achievement motivation as well as elementary school higher grades students teachers behavior perception difference,the characteristics of students' emotion,achievement motivation and relationship..Therefore,this study selected primary school graded in five or six years,460 students,using the teacher difference behavior questionnaire compiled by Wang Kun in 2003,academic emotions questionnaire compiled by Yu Guoliang and Dong Yan in 2005 and the achievement motive scale(AMS)compiled by Ye Renming in 1992,dubbed scale,the relationship among the elementary school higher grades students teachers behavior perception difference,the characteristics of students' emotion,achievement motivation is to explore.The conclusions show as follow:(1)There is difference in gender and grade among primary school graded in five or six years students;while there is no difference gender differences on academic emotions,but in sixth grade in grade school emotional dimension higher than fifth grade;on achievement motivation to succeed the motives of boys than girls,and lower than girls on avoiding failure motivation,and there is no significant differences between grades;(2)There is closely related to between the teacher differences in behavior and academic emotions,and there is significantly negative correlation between the learning support dimensions and low arousal in negative academic emotions;there is significantly negative correlation between emotional dimension of social support and positive academic emotions but significantly positive to negative academic emotions;requirements and high dimension and positive pressure arouse academic emotions significantly negative correlation;the total score of teacher behavior is only significantly negative to positive high arousal academic emotions correlation;(3)The teachers' behavior is closely to achievement motivation.Related to the difference of learning support dimension and hope that the motivation of success is significantly related to the dimension of emotional support,opportunity,and preferential treatment and hope the motivation of success is significantly negative correlation;difference of achievement motivation and learning support teachers difference is significantly positive correlation,and opportunities and preferential treatment of teacher differences is a significant negative correlation;(4)Mood is closely related to achievement motivation,there is s positively correlation for actively high arousal academic emotion,negative emotion and wish to succeed in school;there is positively correlation for active low arousal academic emotion,negative emotion and avoid failure in school.