The Relationship Between Teacher Independent Support And The English Academic Performance Of Junior High School Students

Teachers' autonomy support support is an important factor which affects junior high school students' English academic grades.It means that learners believe that the teacher can understand their emotions,make learners feel that the teacher support them in making choices and relevant information,and encourage learners to use this information to solve problems independently in their own way.The results show that teachers' autonomy support is positively correlated with junior high school students'English academic grades.While learning motivation and self-regulated learning are also closely related to students' academic grades.Teachers' independent support may take students' learning motivation and self-regulated learning as mediating variables to influence junior middle school students' English academic performance.Therefore,this study aims to investigate the relationship between the four variables of teacher's autonomy support,learning motivation,self-regulated learning and junior high school students' English academic grades,and reveal the psychological mechanism of teacher's autonomy support affecting junior high school students' English academic grades.In this study,546 junior high school students were selected as the subjects and teachers' self-supporting learning environment questionnaire,motivational belief questionnaire,self-learning strategy questionnaire were used to investigate the relationship,as well as the role of learning motivation and self-regulated learning in the relationship between Teachers' autonomy support and junior high school students'English academic performance.In this study,descriptive statistical analysis,independent sample t-test,one-way analysis of variance,correlation analysis,regression analysis and other data analysis methods were used.The main research results are as follows:(1)Teachers' autonomy support,learning motivation and self-regulated learning positively are significantly positively correlated with junior middle school students'English academic grades.(2)Learning motivation plays an intermediary role between teachers' autonomy support and junior high school students' English academic grades.(3)Self-regulated learning plays a mediating role between teachers' autonomy support and junior middle school students' English academic grades.(4)A chain mediating effect is formed be among teachers' autonomy support?learning motivation? self-regulated learning?junior middle school students' English academic grades.Based on the above research conclusions,the researcher proposes the following suggestions on how to stimulate students' learning motivation and promote students'self-regulated learning ability in the teaching process so as to improve students' English academic grades.Teachers should give students more independent support to create a good social support environment for students;Teaching methods should be changed according to the different genders and grades in English learning.In daily teaching,teachers should pay more attention to students' English learning motivation and strengthen the cultivation of students' self-regulated learning ability.