A Study On The Relationship Between Teacher-student Relationship,academic Self-efficacy And Learning Strategies In Junior Middle School Students

Teacher-student relationship is a very important interpersonal relationship in school life,the relationship between teachers and students has a direct impact on students ' ability to learn and evaluate their learning behavior,the level of students ' academic learning and the development of physical and mental health.At the same time,the teacher-student relationship will also affect the mastery and use of students ' learning strategies.Some scholars have carried on the current situation and existing problems of teacher-student relationship,influencing factors of teacher-student relationship;classification and training of learning strategies;influencing factors of academic self-efficacy and means of promotion,but the current research takes the public school student as the sample,neglects the influence of regional nature and school nature,in addition,the relationship of the teacher-student relationship,learning strategies and academic self-efficacy is not yet sufficiently investigated.Therefore,on the basis of previous studies,this study analyzes the differences between different types of students(gender,grade and class cadre status)in teacher-student relationship,learning strategies,and academic self-efficacy through a questionnaire survey of private middle schools students in a city along the eastern coast,in order to provide guidance for the improvement of physical and mental health level and the improvement of academic ability of students in private schools.Therefore,combined with the existing research results and based on the deficiencies of previous studies,this study used the Teacher-Student Relationship Scale,Academic Self-Efficacy Questionnaire and Learning Strategy Questionnaire to investigate 511 junior school students,in order to explore the influence of teacher-student relationship on learning strategies of junior school students and the mediating effect of academic self-efficacy.The results show that:1.There is no significant difference in the gender of the teacher-student relationship and its dimensions,but there is a significant difference in the grade.In addition to avoidant variables,there is a significant difference in whether the class cadre is an intimate type,attachment type and conflict type.2.There is a significant difference between the learning ability efficacy and the academic self-efficacy in gender and class cadre,while there is no significant difference between the learning behavior efficacy in gender and class cadre.3.Learning strategies and their dimensions have no significant difference in gender,class cadre or not,and have significant difference in different grade.4.Teacher-student relationship is negatively correlated with academic self-efficacy and learning strategies.There was a significant positive correlation between academic self-efficacy and learning strategies.Academic self-efficacy partially mediates between teacher-student relationship and learning strategies.