The Influence Of Teacher-student Relationship On Study Engagement

Study engagement is the active state of students in learning activities,and it is the unity of students’ behavior engagement,emotion engagement and cognition engagement.Low study engagement is associated with risky behavior,grade retention,dropout,low mental health,and low academic performance.Previous studies have shown that study engagement is the result of the interaction between school environment and individual factors,in which the teacher-student relationship,academic resilience and implicit theory of intelligence can significantly obviously predict study engagement,but the mechanism of these factors on study engagement is rarely studied.The purpose of this study is to explore the internal logical relation in teacher-student relationship,academic resilience,implicit theory of intelligence and junior high school students’ study engagement,so as to provide a theoretical basis for improving junior high school students’ study engagement,in order to promote better study engagement and healthy growth of junior high school students.This study adopted the study Engagement Questionnaire prepared by Wang,Willett & Eccles,the Teacher-Student Relationship Questionnaire revised by Zou Hong and Qu Zhiyong,the High School Student Academic Resilience Scale prepared by Yang Xin and the implicit theory of intelligence prepared by Dweck et al.,among 600 junior high School students.The results are as follows:(1)The study engagement of girls is significantly higher than that of boys;Class leader’study engagement is significantly higher than that of non-class leader;There is a significant family difference in study engagement,the single parent family is the lowest,the whole family is the highest.(2)The total level and dimensions of teacher-student relationship,academic resilience,and implicit theory of intelligence significantly positively correlated with the total level and dimensions of study engagement..(3)The teacher-student relationship significantly positively predicts study engagement.(4)Teacher-student relationship can positively predict study engagement through academic resilience,and academic resilience plays a partial mediating role.(5)The path from academic resilience to study engagement was moderated by the implicit theory of intelligence,and the moderating effect was significant.Conclusion: Academic resilience plays a partial mediating role in the influence of teacher-student relationship on study engagement.The implicit theory of intelligence can moderate the influence of academic resilience on study engagement.