The Relationship Between Perception Of Teacher's Support,Academic Self-Efficacy And Academic Emotion And Its Intervention Of Junior High School Students

In the adolescent stage,the three-year study and life experience of junior high school plays an important role in the physical and mental development of students.In junior high school,teachers are the group that students mainly contact when they are in school.When students perceive the more supportive actions of teachers as important others,it will help students to build confidence and adopt a positive attitude to face difficulties,thereby gaining more The positive academic emotional experience will help improve students' negative academic emotions.Therefore,the impact of teacher support perceived by junior high school students on all aspects of students at this stage is self-evident.In order to understand the relationship between junior high school students 'perceived teacher support and their academic self-efficacy and academic emotions,this study perceives teachers' support and academic self-efficacy and academic performance in daily learning for 435 students in grades 7,8 and 9 of junior high school.The relationship between the three emotions was investigated.And on this basis,try to use group psychological counseling to improve the level of academic self-efficacy of students with low academic self-efficacy,so that students have more positive academic emotional experience and improve their negative academic emotions.research shows:(1)The level of teacher support perceived by junior high school students is average.Among them,the perceived level of teacher support is poor,indicating that the level of teacher support perceived by seventh and eighth grade students is lower than that of ninth grade students.(2)In terms of demographic variables in grades,there are significant differences in the dimensions of academic self-efficacy and academic emotions,which are manifested in the seventh-grade academic self-efficacy and positive academic sentiment levels higher than those in the eighth and ninth grades;the ninth grades are negative Academic mood is more than in seventh and eighth grades.(3)Teacher support,academic self-efficacy,and positive academic sentiment perceived by junior high school students are significantly positively correlated.Academic self-efficacy plays a part mediating role between perceived teacher support and positive academic emotions;academic self-efficacy plays a full mediating role between perceived teacher support and negative academic emotions.(4)Through group psychological counseling activities,effectively improve the level of students' academic self-efficacy,improve students' positive academic emotional experience,and improve students' negative academic emotions.