Teacher-Student Relationship And Academic Achievements In High School Students:The Chain Mediating Effect Of Emotional Engagement And Academic Emotion And The Study Of Group Counseling

High school students have a heavy academic burden and face a lot of adaptation problems in the new environment.If they can better adapt themselves to new teachers,classmates and schools,it will be of great significance to the physical and mental health development of teenagers and the further optimization of their academic performance.This paper mainly discusses the relationship between teacher-student relationship and academic performance,discusses the chain mediating effect of emotional input and academic emotion under the influence path,and designs and implements specific intervention programs for high school students.In this study,a total of 418 valid questionnaires were distributed to students in grade one and grade two of a middle school in wuhan city.According to the data analysis of the questionnaires,24 students were selected and divided into two groups to participate in the experiment on average,to verify the effectiveness of the intervention program with the theme of"teacher-student relationship".results(1)The score of teacher-student relationship significantly negatively predicted the level of emotional involvement,and emotional involvement significantly positively predicted academic emotion(positive low arousal).Positive low arousal emotion significantly positively predicted academic performance,and the chain mediating effect of emotional involvement and positive low arousal emotion on the influence of teacher-student relationship on academic performance was established.(2)After the intervention,there were significant changes in subjects'scores,teacher-student relationship,emotional engagement and positive academic emotion.