Relationship Between Teachers' Sense Of Self-Support And Learning Input In Junior Middle School Students

From the perspective of positive psychology,researchers in the field of education management began to shift from focusing on the educational style of controlled teache rs to paying attention to the educational style of autonomous support teachers.They b elieved that teachers 'autonomous support of this positive educational style has importa nt value for students' academic development and physical and mental health developme nt.Teachers 'independent support means that students believe that teachers can underst and their own feelings,provide them with opportunities for independent choice and rel evant information,and encourage them to use the information obtained in their own w ay to solve problems independently.Learning input is the students 'psychological recog nition of school life in the learning process,and the efforts they invest in the knowle dge points and skills they want to learn,or they can be understood as in exchange fo r better results.And the effort.Academic self-efficacy refers to students 'self-confidenc e and ability to successfully complete their learning tasks.Based on the theory of self-determination,this study further explores the relationship between the teachers 'sense of self-support,learning input,and academic self-efficacy in junior high school student s on the basis of understanding the basic characteristics of the teachers' sense of self-s upport,learning input,and academic self-efficacy.Construct the middle school student's self-efficacy in the teacher's independent support to influence the relationship between their learning input model,in order to enrich the teacher's independent support relate d theoretical research results,and provide inspiration to the junior high school teacher's education and teaching management work.The study used the "Junior Middle School Students Study Environment Questionn aire","Junior Middle School Students Study Input Scale" and "Junior Middle School S tudents Study Self-efficacy Questionnaire" to use the random sampling method and str atified sampling method to extract 654 junior high school students to conduct question naires.The results of the study were found:(1)The overall level of teachers 'sense of independent support among junior high s chool students is at the upper middle level;There was no significant difference betwe en male and female teachers 'sense of autonomy and support.There were significant d ifferences in the scores of independent support for junior high school students in diffe rent grades,and the score of independent support for the seventh grade students was t he highest,followed by the eighth grade,and the ninth grade students scored the low est.(2)The overall level of learning input for junior high school students is above average,and there is no gender difference;There is a difference in grade,the total score of learning input and the score of each dimension are declining with the increase of grade.The score of seventh grade is the highest,followed by eighth grade,and the s core of ninth grade students is the lowest.(3)The overall level of academic self-efficacy among junior high school students is above average,and there is no gender difference;There is a difference in grade,the total score of academic self-efficacy and the score of each dimension are declining w ith the increase of grade.The seventh grade students have a high score of academic s elf-efficacy,followed by the eighth grade,and the ninth grade students have the lowes t score.(4)There is a significant positive correlation between teachers 'sense of autonomy a nd learning input in junior high school students,and teachers' sense of autonomy has a positive prediction effect on students 'learning input;There was a significant positive correlation between teachers 'sense of self-support and academic self-efficacy in junior high school students.There is a significant positive correlation between junior high s chool students 'study input and academic self-efficacy,and junior high school students' study input has a positive prediction effect on academic self-efficacy.(5)The total score of junior high school students 'self-efficacy in academic ability,self-efficacy in academic behavior,and self-efficacy in academic self-efficacy plays a p art in the three dimensions of teachers' independent support that affect the vitality,ded ication,and focus of learning input;The self-efficacy of junior high school students 'a cademic ability and self-efficacy of academic behavior play a part in the middle of th e total score of teachers' independent support.The research puts forward the following suggestions: the school should continuously promote the concept of independent support management in the management of junior hi gh school education,teachers should continuously improve the application of independ ent support teaching methods in classroom teaching,and students should make full use of teachers 'independent support to explore their potential.