The Relationship Between Explicit And Implicit Cognition Of Teacher Authority And Academic Achievement Of Primary And Secondary School Students

Teacher authority refers to the conscious and voluntary compliance of students obtained by teachers according to the occupational rights given by social organizations,system and laws as well as their own personal qualities in professional and moral aspects.Good teacher authority plays a positive role in the development of teaching activities and the healthy growth of teachers and students.At present,there are many theoretical discussions on the teacher authority from the perspective of pedagogy and teachers,but few empirical studies from the perspective of psychology and students.In order to test the significance of teacher authority to students by empirical method,first of all,946 primary and secondary school students were selected as the research objects,formulate Primary and Secondary Students' Cognition for Teachers Authority Scale,and use the scale to research 807 students' explicit teacher authority cognition.Then,research 78 primary school students' implicit teacher authority cognition by single category implicit association test,and analyze the relationship between explicit and implicit teacher authority cognition.finally,in order to research the significance of teacher authority to students,still take these 78 primary school students as the research object,analyze the relationship between explicit and implicit teacher authority cognition and students' academic performance.The results show that:(1)Primary and secondary students' cognition of teacher authority consists of power cognition and prestige cognition,this structure is supported by empirical results.Primary and Secondary Students' Cognition for Teachers Authority Scale includes two subscales: power cognition and prestige cognition,the reliability of the two subscales are 0.842 and 0.841.Power cognition includes reward right,punishment right and teaching right,the reliability of these three dimensions are 0.784,0.841 and 0.803.Prestige cognition includes emotional prestige,character prestige and professional prestige,the reliability of these three dimensions are 0.817,0.816 and 0.796.(2)Primary and secondary students have a high level of explicit teachers authority cognition,and there are certain differences in gender,grade and achievement.(3)There is a phenomenon of implicit cognition of teacher authority,students tend to associate the teachers with words of great power and prestige.(4)Explicit and implicit cognition of teacher authority are two independent cognitive structures.(5)Students' implicit cognition of teacher prestige,explicit and implicit cognition of teacher power have positive predictive effects on academic performance,and implicit cognition of teacher prestige has the strongest predictive effect.In a word,the results show that primary and secondary students' cognition of teacher authority consists of power cognition and prestige cognition,and explicit and implicit cognition of teacher authority are two independent cognitive structures,among which implicit cognition of teacher prestige has the strongest predictive effect.