The Relationship Between Teachers' Positive Emotions, Peer Relationships And Pupils' Academic Performance

Under the current China's education system,despite the strong advocacy of quality education,school,parents and students are still most concerned about academic performance.As the two most important roles in children's school life,teachers and peers are self-evident.As an important part of the social life of primary school students,peer relationship plays a very important role in the social development of primary school students,the formation of healthy personality and the acquisition of self identity,as well as the adaptation to the school and the future social life.Teachers' emotional support for students is also an important factor in the process of children's growth.For primary school students,teachers are a very influential "important person",which is related to all aspects of school life in primary school.Especially in school,primary school teachers should not only teach children to learn,help children to master subject knowledge,but also cultivate children's various learning habits and stimulate their interest in learning.And so on,the impact on primary school students can be very far-reaching.In this study,200 students from grade two and grade five of the Affiliated Primary School of Shandong Normal University were tracked.In May 2017 and November 2017,the students' positive emotion,the peer relationship of primary school pupils,and the three grades of Chinese,mathematics and English were measured on two times in the May 2017 and November 2017.Difference analysis,correlation analysis and structural equation model were used to analyze the related data,and the relationship between teachers' positive emotion,peer relationship and primary school students' academic performance was examined.The study found that:1.The interaction between teachers' positive emotions and grade and gender was significant in the 1 and two surveys.2.Primary school teachers' positive emotions can positively predict subsequent peer acceptance;pupils' peer rejection can negatively predict subsequent teachers' positive emotions.3.Academic performance can significantly predict subsequent peer acceptance,but peer acceptance can not significantly predict subsequent academic performance.4.Primary school teachers' positive emotions and academic performance can positively predict each other.5.For girls,peer acceptance can significantly positively predict the positive emotions of subsequent teachers,peer rejection can significantly negatively predict the positive emotions of subsequent teachers,and academic performance can significantly positively predict the positive emotions of subsequent teachers;and boys do not have a significant predictive effect.6.There is a positive prediction between the peer acceptance and the positive emotion of the teachers,while the two variables of the lower grade students do not have the predictive function;the lower grade students' peer refusal can significantly negatively predict the subsequent academic performance,while the senior students do not have the predictive effect;the teachers of the lower grade students are not present.Positive emotions can significantly predict subsequent academic performance,while senior students do not predict.The results of the study suggest that teachers' positive emotions play an important role in the peer relationship and academic performance of primary school students,and teachers should treat all students equally.Besides,we should not only attach importance to pupils' academic performance,but also attach importance to their peer relationship.