A Study Of The Relationship Between Teacher Emotions Of Junior High School Students And Their Teaching Styles

Emotion of junior high school students towards the teachers refers to all kinds of emotions the students feel in front of teachers.To study the emotion,its impact on students' academic performance and its relation with teaching style,we prepare research tools and conduct evaluation and analysis of a large amount of samples.Research consists of three parts:Research 1 compiled the Questionnaire for Junior High School Students on the Emotion towards the Teachers.This questionnaire contains 40 items,which are divided into four sub-questionnaires,including those focusing on highly-activated positive emotions,lowly-activated positive emotions,highly-activated negative emotions and lowly-activated negative emotions.The highly-activated positive emotional sub-questionnaire is composed of 10 items,and is divided into two dimensions(excitement and respect).The lowly-activated positive emotional sub-questionnaire consists of 7 items,which were divided into two dimensions(satisfaction and calmness).The highly-activated negative emotional sub-questionnaire consists of 12 items divided into three dimensions(anger,anxiety and shame).The lowly-activated negative emotional sub-questionnaire is composed of 11 items,which are classified into three dimensions(boredom,helplessness and fear).The Questionnaire for Junior High School Students on the Emotion towards the Teachers has high reliability and validity.Therefore,it can be used as a tool to evaluate the emotions of the junior high school students towards the teachers.Research 2 conducted a large sample survey on the emotion towards the teachers with junior high school students as subjects.Research results:(1)Grades and assumed responsibilities had significant main effects on the score of highly-activated positive emotions.The score of students in the third grade was significantly lower than that in the first and second grade.Class cadres acquired significantly higher scores compared with other students.Grade and assumed responsibilities,gender and position,as well as grade,gender,and place of birth showed significant inter-complementarity on the score of highly-activated positive emotions.Class cadres in the second grade scored significantly higher than other students.Female class cadres scored significantly higher than other female students.Significant differences were also found in the score of highly-activated positive emotions among male and female students with rural origins and male students with urban origins in different grades.(2)Grade,gender and assumed responsibilities presented significant main effects on the score of lowly-activated positive emotions.The score of students in the third grade was significantly lower than that in the first and second grade.The score of male students was significantly higher compared to female students.Class cadres scored significantly higher than other students.Grade and assumed responsibilities had significant inter-complementarity on the score of lowly-activated positive emotions.Class cadres sitting in the second and third grade scored significantly higher compared to other students.(3)Regression analysis revealed that lowly-activated positive emotions,excitement,anxiety and shame of junior high school students had significantly positive effects on their performance,while anxiety negatively affected their performance.Combined with the Questionnaire on the Teaching Styles of the Teachers,Research 3 further explored the influences of teachers' teaching styles on the dispositions of the junior high school students' emotions towards the teachers.Research results:(1)The more the teachers' teaching style was in line with the locally-focused,legislative,executive,and conservative types,the higher the scores of the students'highly-activated positive and lowly-activated positive emotions were,showing a significant positive prediction.(2)The legislative-type teaching style could negatively affect the students'highly-activated passive emotions,while the conservative-type teaching style could positively affect students' highly-activated passive emotions.(3)The locally-focused,legislative,radical teaching styles could negatively affect the students' lowly-activated negative emotions,whereas the conservative teaching style could positively affect lowly-activated negative emotions;in other words,the higher the score of the conservative-type teaching style,the higher the score of the students' lowly-activated negative emotions.Research conclusions:(1)Grade,gender,and assumed responsibilities show more obvious differences in the generation of positive emotions towards the teachers by the junior high school students.Students in higher grades contributed to lesser positive emotions towards the teachers.Class cadres are more likely to induce positive emotions towards the teachers.(2)In their encounters with the teachers,the generations of lowly-activated positive emotions,excitement,anxiety,and shame in junior high school students are conducive to the improvement of the students' academic performance.Anxiety towards teachers will affect their academic development.(3)The locally-focused,legislative,and executive teaching styles can promote the development of students' positive emotions towards the teachers.The locally-focused,legislative,and radical teaching styles can inhibit the development of the students' negative emotions towards the teachers.The conservative teaching style can promote the development of not only the positive emotions towards the teachers,but also the negative emotions towards the teachers,and therefore regarded as a controversial teaching style.