The Effect Of Teacher Immediacy And Autonomy Support On Junior High Students’ Learning Approaches

Students’ approaches to learning can be divided into deep learning approach and surface learning approach,which will be affected by various factors in the learning environment.Teachers have the closest relationship with students,and they can have an impact on students’ learning approaches,which will affect junior high school students’ learning results.In this study,we will focus on the learning approaches of junior high school students,from the perspective of teacher-student relationship,and specifically from the perspective of teacher intimacy and autonomy support in the teacher-student relationship,exploring the different effects on students’ deep learning approach and surface learning approach.The first study used the questionnaire method to study 232 junior high school students,explored the relationship between teacher immediacy,autonomy support,deep learning approach and surface learning approach,and explored the mediating effect of positive academic emotions and academic efficacy.The results found that:（1）teacher immediacy positively relates to positive academic emotion and deep learning approach,positive academic emotion positively relates to deep learning approach.（2）teacher autonomy support positively relates to academic efficacy and deep learning approach,academic efficacy positively relates to deep learning approach.（3）The effect of teacher immediacy on deep learning approach is totally mediated by positive academic emotions;（4）The effect of teacher autonomy support on deep learning approach is totally mediated by academic efficacy.The second study used experimental methods to conduct field experiments with a total of 132 students in four classes,using 2（high immediacy,low immediacy）× 2（high autonomy support,low autonomy support）between-subjects design to explore the influence of different teacher-student relationship on students’ learning approaches.The results showed that:（1）The students in the high teacher immediacy group scored higher in deep learning approach and surface learning approach;（2）The students in the high teacher autonomy support group had lower scores in both deep learning approach and surface learning approach.（3）In the influence on deep learning,the teacher immediacy and autonomy support have a significant interaction,when the teacher’s autonomy support is high,the lower the immediacy,the higher the students’ deep learning approach scores.When the teacher autonomy support is low,the higher the immediacy,the higher the student’s deep learning approach.（4）In the influence on surface learning,the interaction between immediacy and autonomy support is not significant.Study 3 used the interview method to conduct semi-structured interviews with 9junior high school teachers and 30 junior high school students,uses explanatory phenomenological methods to code and analyze the interview content,and explores the way teachers and junior high school students have immediacy and autonomy support for learning Influencing opinions and suggestions,four themes and twelve sub-themes were obtained,the results found that:（1）High teacher immediacy promotes students’ deep learning approach and surface learning approach;（2）Teachers should treat students’ discipline issues with low immediacy;（3）The use of autonomy support should be cautious,in the case of good discipline,clear tasks,and moderate academic difficulty,it will promote students’ deep learning approach,otherwise it will not promote deep learning.The main research conclusions of this research are as follows:（1）Teacher immediacy will promote students’ deep learning approach and surface learning approach.（2）The influence of teacher autonomy support on deep learning approach depends on teacher immediacy.When the immediacy is high,the lower the autonomy support,the more it can promote deep learning approach;when the immediacy is low,the higher the autonomy support,the more it can promote students’ deep learning.From the perspective of the teacher-student relationship,this research integrates the two main dimensions of teacher immediacy and autonomy support,and explores the mechanism of their influence on the learning approach of junior high school students.This research has enriched the related theoretical research and can provide clear and operable suggestions for junior high school teaching.