The Relationship Between Perceived Teachers' Autonomy Support And Junior High School Students' Academic Self-efficacy:the Role Of Proactive Personality And Academic Emotion

Perceived teachers' autonomy support refers to students' belief in teachers' support for their autonomy,which is an important situational factor for students' development.Academic self-efficacy is the application of self-efficacy theory in the field of education,and it is a belief of students in learning ability.Academic emotion refers to students' emotional experience related to learning.Previous studies have found that this kind of emotional experience in learning is significantly related to the perceived teacher support and students' sense of learning efficacy,and perceived autonomy support is directly related to students' academic self-efficacy,but whether teachers' autonomy support indirectly affects students' academic self-efficacy through academic emotion,and whether this direct or indirect relationship is due to students' personality.The characteristics and differences are not clear.This study explored the relationship between perceived teachers' autonomy support and their academic efficacy and the mediating role of academic emotion,and whether this mediating role is regulated by students' proactive personality.771 students from Grade 7 to Grade 9 in two junior high schools in Jinan were selected to take part in this study.SPSS 21.0 software was used to manage and analyze the data.The results showed that:(1)There was no significant difference in academic self-efficacy between male and female junior high school students in different grades.(2)There were significant correlations between perceived teachers' autonomy support,academic emotion,proactive personality and junior high school students' academic self-efficacy.(3)Academic emotion played a mediating role between perceived teachers' autonomy support and junior high school students' academic self-efficacy.(4)Active personality factors played a moderating role in the mediating effect of perceived autonomy support on junior high school students' academic self-efficacy through academic emotion.Among them,when the mediated variable was positive high arousal or negative high arousal of academic emotion,the first half path was moderated by proactive personality;when the mediated variable was positive low arousal,the second half path was moderated by proactive personality;and when the mediated variable is negative low arousal,the first half path and thesecond half path are both moderated.In this study,we found that perceived teachers' autonomy support helped to enhance their academic emotions and their sense of academic self-efficacy.The role of teacher support in promoting junior high school students' academic emotions and sense of academic self-efficacy varied with the characteristics of students' proactive personality.Therefore,teachers should teach students according to their personality characteristics and aptitude in order to promote students' academic adaptation more effectively.