The Influence Of Teacher-student Relationship Of Junior Middle School Students On Learning Burnout: Academic Help-seeking's Mediating Role And Gender's Moderating Role

Teacher-student relationship is an important factor affecting students' academic achievement and has an important impact on junior high school students' academic behavior.As a learning strategy to cope with learning challenges,academic help-seeking behavior can help students overcome current academic difficulties,obtain more educational resources,and reduce academic anxiety.However,students' academic help-seeking behaviors are also inconsistent under different levels of teacher-student relationship.Exploring the influence of teacher-student relationship on academic help-seeking behavior can help students make good use of this learning strategy,and on this basis,analyze the practical impact that academic behavior may have on students,and make teachers and students aware of the learning strategy importance.At the same time,this study notes that boys and girls may have different behavioral responses when dealing with teacher-student relationships,and that such behavioral responses may have different effects.Therefore,in this study,741 subjects from 3 junior high schools were selected to use the teacher-student relationship scale,the academic help-being behavior scale and the youth learning burnout scale to study the teacher-student relationship,academic help-seeking behavior and learning burnout of junior high school students.The mediate role of academic help-seeking in teacher-student relationship and learning burnout leads to the following conclusions:(1)The overall level of teacher-student relationship among junior high school students is good,and there are significant differences in grades and whether there are student cadres.At the grade level,the total score and intimacy of the first-year students' teacher-student relationship is significantly higher than that of the second and third grades,and the conflict is significantly lower than the second and third grades;In terms of student cadres,student cadres are significantly higher than non-student cadres in terms of intimacy and satisfaction,lower than non-student cadres in terms of conflict and no significant difference in terms of support.(2)The instrumental academic help-seeking behavior of junior high school students has significant differences in whether or not the student cadres are significant.The student cadres have significantly more instrumental academic help-seeking behavior than the non-student cadres;On whether the only child,the non-only child avoidance of help-seeking behavior significantly more than the only child;The degree of education is generally manifested in the fact that the higher the education level of parents,the more instrumental academic help-seeking,and the less avoidance of help-seeking behaviors.(3)Junior high school students' learning burnout showed that the level of burnout in the first grade was significantly lower than that in the second grade and the third grade;the sense of low achievement in learning burnout was significantly different in gender,and the sense of low achievement of girls was significantly lower than that of boys;On student cadres,non-student cadres scored significantly higher than student cadres.(4)The instrumental academic help-seeking and avoidance of help-seeking of junior high school students play a partial intermediary role in teacher-student relationship and learning burnout,and the mediating effects of instrumental help-seeking and avoidance of help-seeking are all modulated by gender.The influence of teacher-student relationship on learning burnout is stronger among male students through instrumental help-seeking and avoidance of help-seeking,The direct effect of teacher-student relationship on learning burnout was stronger among girls.According to the above conclusions,this study finds that the level of teacher-student relationship can not only directly affect the learning burnout level of junior high school students,but also affect the learning burnout by influencing their academic help-seeking behavior.This suggests that educators should pay more attention to establishing a good teacher-student relationship in the learning context,correctly guide students to use positive academic coping strategies and make full use of educational resources to overcome anxiety and burnout.At the same time,emphasizing the gender difference can provide reference value for educators to carry out individualized teaching of students according to their aptitude.