Research On The Relationship Between Teacher Support, Psychological Capital And Academic Emotions Of High School Students

Teacher support is a kind of social support system,which refers to teachers' supportive behaviors for students in learning and life.The long time that teachers spend with students has a wide impact on students 'behavioral performance.Previous studies have shown that teacher support can significantly affect students' academic mood and classroom performance,and students with more teacher support show more positive academic emotions.Academic emotions refers to the emotions related to students' academic activities that are generated by students in teaching and learning situations.Positive academic emotions will arouse more cognitive resources for students,and have a significant promotion effect on students' learning life.In addition,according to the theory of social support,support from social networks has a boosting effect on the individual's mental health,and the individual's positive psychological capital also has a significant effect on the individual's behavioral performance.The purpose of this study is to explore the relationship between teacher support behavior,psychological capital and academic emotions,and to verify the mediating role of psychological capital in the relationship between teacher support and academic emotions.In this study,663 students from a middle school in Tianjin were used as the research object.The questionnaire survey method was used,respectively,the "Adolescent Academic Emotion Scale","Student Perceived Teacher Support Behavior Scale",and "Elementary and Middle School Students' Psychological Capital Scale" as research tools.Test and explore the relationship between teacher support behavior,psychological capital and academic emotion.The results of this study indicate:(1)Teachers' overall support can significantly predict positive high arousal academic emotions and positive low arousal academic emotions,and negatively predict negative high arousal academic emotions and negative low arousal academic emotions.Teachers' overall support can also significantly predict psychological capital.(2)Teachers 'overall support can directly have a positive effect on positive high arousal academic emotions and positive low arousal academic emotions,or indirectly through psychological capital to positive high arousal academic emotions and positive low arousal academic emotions;but teachers' overall support Only through the indirect effect of psychological capital can it have an effect on awakening academic emotions with negative high and awakening academic emotions with negative low.(3)Psychological capital plays a partial intermediary role in the relationship between teacher emotional support and positive high arousal academic emotions and positive low arousal academic emotions.The relationship between teacher learning support and ability support for positive high arousal academic emotions and positive low arousal academic emotion Plays a full intermediary role.(4)Psychological capital plays a partial intermediary role in the relationship between teacher learning support and negative low arousal academic emotions,and a complete mediating role in the relationship between teacher ability support,emotional support,overall support and negative low arousal academic emotions.conclusion:(1)There are significant gender differences in high school students' psychological capital and academic emotion levels,but there is no significant difference in perceived teacher support.(2)Teacher support is significantly related to academic emotions,but different teacher support has different effects on students 'academic emotions.When controlling psychological capital,teacher learning support has no significant effect on students' positive academic emotions,and negatively affects students Low awakening of academic mood has a significant promotion effect.(3)Psychological capital can enhance the positive effects of different types of teachers 'support on students' academic emotions,and ease the negative effects of teachers 'learning support on students' academic emotions.