The Influence Of Teacher Trust On The Academic Self-efficacy Of High School Students Under The Background Of The New College Entrance Examination

Academic self-efficacy is an important concept in the motivation theory of educational psychology.From a macro perspective,under the background of the new college entrance examination,the academic self-efficacy of high school students will inevitably be affected by the educational policy reform,family socio-economic status,changes in school curriculum arrangement,changes in teaching organization form and other macro factors.From the perspective of interpersonal interaction,teachers,as students’ significant others,are also changing their influence on students’ studies.From an individual perspective,academic interest,as an important factor affecting students’ academic self-efficacy,plays a more prominent role in the context of the new college entrance examination.Therefore,based on the social ecosystem model,this study explored the impact of teacher trust on high school students’ academic self-efficacy,and analyzed the intermediate role of academic interest/discipline interest and family socio-economic status.This study adopts teacher trust intention scale,academic interest scale,academic self-efficacy scale,subject teacher trust questionnaire,subject interest questionnaire and family socio-economic status questionnaire.724 senior high school students of grade 2017 from five high schools in three cities of shandong province are selected as research objects for questionnaire survey,The results show that :(1)high school students’ academic self-efficacy,general teachers’ trust,academic interest,discipline interest and discipline teachers’ trust are all at the medium level,and there are significant differences in student origin and student cadre.The variables of academic self-efficacy,academic interest,academic interest and academic teacher trust were significantly different.There are significant differences in family structure variables between subject interest and subject teacher trust.Specifically,the academic self-efficacy,general teacher trust,discipline teacher trust,academic interest and discipline interest of urban high school students are significantly higher than that of rural high school students.The student cadre’s academic self-efficacy,academic interest and subject interest are significantly higher than that of non-student cadre.Academic self-efficacy,academic interest,academic interest and academic teacher trust of only children are significantly higher than that of non-only children.The subjects interest and teachers’ trust of high school students from single parent families are significantly higher than that of high school students from non-single parent families.(2)General teacher trust and discipline teacher trust have significant positive predictive effect on academic self-efficacy;Academic interest and discipline interest have significant positive predictive effect on academic self-efficacy,and play a part of mediating role in the relationship between general teacher trust,discipline teacher trust and academic self-efficacy.(3)The influence of general teachers’ trust on their academic self-efficacy is regulated by their family’s socio-economic status.