Primary School Students’Perceived Teacher Expectations And Academic Achievements

The fourth and fifth grade students of a primary school in Hubei Province were selected as the survey object.A total of 371 questionnaires were distributed and 306 questionnaires were collected.Twenty students with low academic self-efficacy were selected as group counseling participants through data analysis.They were randomly divided into experimental group and control group,with 5 males and 5 females in each group.Group counseling was conducted 8 times for 10 participants in the experimental group,and no support was given to the control group.The study obtained the following main conclusions through questionnaires and group counseling programs.(1)Boys and girls have significant differences in perceived teacher expectations and their sub-dimensional learning support and emotional support,and girls’ scores were higher than boys’,but there is no significant difference in the grades of perceived teacher expectations.Boys and girls have no significant difference in academic self-efficacy and academic achievement.And primary school students perceived teacher expectations,academic self-efficacy,and academic achievement without the interaction of gender and grade.(2)There is a significant positive correlation between teacher expectations,academic self-efficacy and academic achievement.There are significant differences in the level of perceived teacher expectations and academic self-efficacy between lower scores group and higher scores group.(3)When academic self-efficacy is analyzed as the mediator of perceived teacher expectations and academic achievement,the confidence interval does not contain zero.This indicates that academic self-efficacy plays a intermediary role in perceived teacher expectations and academic achievement.(4)After the group counseling,the experimental group members had significant differences in academic self-efficacy and its sub-dimension goal achievement,ability self-confidence,strategic use and perceived teacher expectations,which were higher than the pre-experiment level,and there was no significant difference in academic achievement.The experimental group was significantly higher than the control group in terms of academic self-efficacy and its sub-dimension goal achievement,ability self-confidence,strategic use sense and perceived teacher expectation,and there was no significant difference in academic achievement.It shows that the effectiveness of the group counseling has a good practical significance for the primary school students to improve their self-efficacy.