The Relationship Between Teacher's Differential Behavior And Junior High School Students' Learning Burnout: The Role Of Self-Esteem And Attribution

In recent years,the problem of learning burnout of junior high school students has attracted more and more attention.Teachers are the important individuals in student's academic careers whose behavior will inevitably have an important impact on student learning.In the process of teacher-student interaction,teachers' behaviors will inevitably have certain differences for different students,and this difference in teacher behavior,once negatively perceived by students,may affect students' attitudes toward teachers and even affect students' learning enthusiasm and learning burnout levels.This study aims to explore this point in depth and examine the role of self-esteem and attribution.This study mainly consists of two parts.Study 1 used Single Class Implicit Association Test to measure the implicit attitudes of 54 junior high school students to teachers' differential behaviors,including 27 students with high learning burnout and 27 students with low learning burnout.In Study 1,a between-subject experimental design of 2(degree of learning burnout: high/low)× 2(class cadre identity: yes/no)was adopted to explore the differences in implicit attitudes among different subjects,in which the degree of burnout and the class cadre identity were independent variables,and the D score of the implicit effect was the dependent variable.The results showed that students with different levels of learning burnout had obvious negative implicit attitude towards teachers' differential behaviors.Among the low-burnout students,the implicit negative attitude of the class cadres was significantly weaker than that of the non-class cadres;among the high-burnout students,the difference between class cadres and non-class cadres was not obvious.In Study 2,359 junior high school students were measured with Differential Teacher Behavior Scale,the Middle School Students' Learning Burnout Scale,the Self-Esteem Scale and the Academic Achievement Attribution Scale.Aiming at exploring the relationship between teacher's differential behavior and junior high school students' learning burnout,and examining the role of self-esteem and attribution.In study 2,statistical software SPSS 23 was used to analyze and process the data.Through the steps of difference test,correlation analysis,mediation effect test and moderated mediation models test,the results of this study are as follows: 1.At the individual level,the opportunity privilege and emotional support dimensions of teacher's differential behavior were significantly related to student's learning burnout.At the class level,student's learning burnout was significantly positively correlated with student perceived difference in opportunity privilege and emotional support difference.In addition,student's learning burnout was significantly negatively correlated with student self-esteem.2.The opportunity privilege and emotional support dimension of teacher's differential behavior had indirectly affected students' learning burnout by influencing self-esteem,and self-esteem played a partly mediator effect.3.In the opportunity privilege dimension,the student's successful effort attribution style moderated the first half of the mediator model.When feeling the opportunity privileges given by teachers,students' self-esteem who tend to attribute success to their efforts was higher and more stable,they were relatively less prone to learning burnout.4.In the emotional support dimension,the student's failure ability attribution moderated the first half of the mediator model.When feeling the emotional support given by teachers,students' self-esteem who tend to attribute their academic failure to their individual ability was lower and more unstable,They were relatively more prone to learning burnout.Based on the above research,we find that students do have a negative implicit attitude towards teachers' differential behaviors.Teachers' differential behavior will also affect students' self-esteem and affect their learning burnout.In the future,teachers should pay more attention to methods,striving to play the favorable factors of teachers' expectations,and avoiding the unfavorable factors of teachers' expectations.At the same time,students should also establish a positive and optimistic learning mentality,through reasonable attribution,positive communication,to promote their academic progress and development of physical and mental health.