| Junior high school is in the early stage of adolescence,which is also a critical period of adolescent development.In this period,individuals are beginning to bid farewell to childhood and start a new period of growth and change.At this stage,the society,school and family also improve their learning requirements.For students,expectations from important others such as teachers,parents and peers,requirements and attitude perception become an important source of academic pressure,leading to the status quo of excessive academic pressure.With the continuous development and maturity of junior high school students’ independence and selfawareness,all kinds of pressures are clearly perceived by them.They are not as carefree as primary school students,and they will feel dissatisfied and uncomfortable with their school life,and even have all kinds of negative aggressive cognition,emotions and behaviors.School is the main environment for students to study and live,and teachers are the individuals who have an important impact on students in this learning background.The management and impact of teachers on students cannot be ignored.Therefore,the purpose of this study is to investigate the relationship between students’ perceived academic pressure and their aggressiveness,and to introduce teachers’ leadership behavior as a moderating variable to explore how different leadership styles of teachers affect the aggressiveness of students with high stress.Firstly,this study collates the main research literature about academic stress,aggression and teachers’ leadership behavior at home and abroad,and analyzes the research status and existing problems between students’ academic stress and aggression.On this basis,331 students from three different grades of a junior high school in Jiaozhou City,Qingdao were selected as the research objects.By using the method of questionnaire survey,the study pressure,aggression and teachers’ leadership behavior of junior high school students were measured,and the relationship between students’ perceived study pressure,students’ aggression and teachers’ leadership behavior was discussed.The results are as follows:(1)The perceived academic pressure of junior high school students is widespread.Boys’ academic pressure is significantly higher than girls’ and the pressure from parents and teachers is significantly higher than girls’,while the difference in self and social pressure between boys and girls is not significant;the difference in academic pressure between different grades is not significant,and in terms of teacher pressure,Grade 7 is significantly lower than Grade 8 and grade 9.(2)Boys’ aggression is significantly higher than girls’,boys’ aggressive behavior is significantly higher than girls’,but there is no significant difference in aggressive cognition and aggressive emotion between boys and girls;the overall aggressive score of Grade 8 is significantly higher than that of Grade 7 and grade 9.(3)There is a significant positive correlation between academic stress and aggression;there is a significant negative correlation between Democratic leadership style and aggression,and there is a significant positive correlation between authoritative and indulgent leadership style and aggression.(4)Democratic leadership style and authoritative leadership style play a significant role in regulating academic pressure and aggression: high Democratic leadership style can alleviate the aggression brought by academic pressure,while high authoritative leadership style can deepen the aggression brought by academic pressure.The research shows that academic pressure and different styles of teachers’ leadership will affect students’ aggressive level,and the research conclusion has positive enlightenment value for teachers to take appropriate leadership behavior. |
