The Effect Of Teacher-student Relationship And Parental Support On Junior High School Students' Daily Academic Flexibility

The era have developed rapidly,and the education system has also been increasingly improved.In this context,the academic pressure on students has increased.Affected by our examination-oriented education system,the academic pressure of our students is relatively large,and the learning burden they bear is also heavier.In daily learning,most students experience academic setbacks and challenges.These negative events are not long-term and major academic setbacks,but the academic challenges generally faced in daily learning and life.Daily academic flexibility is the ability of students to actively respond to these daily academic difficulties when facing learning activities.Among the predictors of daily academic flexibility,home,school and other near-end influence factors account for a larger proportion and are easier to manipulate.According to relevant research,emotion is also a factor that affects daily academic flexibility.This study uses the teacher-student relationship scale compiled by Zou Hong and others,the social relationship network questionnaire translated and revised by Hou Zhijin,the N-dimension dimension in the Children's Eysenck Personality Questionnaire(EPQ)revised by Gong Yaoxian,and the daily academic recovery of middle school students compiled by Guo Wanwan.The force questionnaire surveyed the relationship between teacher-student relationship,parental support,emotional stability,and daily academic flexibility of the first grade students.And according to the results of the investigation and research,choose to intervene in emotional stability in order to improve students' daily academic flexibility.The study selected students with low emotional stability and daily academic flexibility scores,which were randomly divided into an experimental group and a control group.A group counseling intervention program suitable for the development of junior high school students was designed using reasonable emotional therapy,acceptance commitment therapy and mindfulness training in cognitive behavior therapy.A total of 9 group counseling intervention studies were conducted on the screened subjects.This study produced the following results:(1)Emotional stability plays a partial intermediary role between teacher-student relationship and daily academic flexibility(2)Emotional stability plays a partial intermediary role between parental support anddaily academic flexibility.(3)After the group counseling intervention study of cognitive behavioral therapy,the experimental group has significantly improved emotional stability compared with the pre-test.(4)After the group counseling intervention study of cognitive behavioral therapy,the emotional stability and daily academic flexibility of the experimental group were significantly higher than those of the control group,and the experimental group was significantly higher in the execution dimension of daily academic flexibility than the control group.This can be explained that the teacher-student relationship and parental support of junior high school students can directly affect the daily academic flexibility,and can also indirectly affect the daily academic flexibility through emotional stability.Therefore,parents and teachers should pay attention to the emotional stability of students in daily life.Group counseling intervention on cognitive behavior therapy for junior high school students can promote students' emotional stability to a certain extent and have a positive impact on daily academic flexibility,proving that the intervention program has certain effectiveness.In daily education,group counseling using cognitive behavioral therapy can promote the growth and development of junior high school students.