A Study On The Relationship Between Junior School Teachers’ Expectation,Students’ Academic Emotion And Academic Performance

Contemporary middle school students have a lot of academic pressure,which inevitably produces academic emotions in the process of learning.Academic mood is not only related to individual learning ability,personality characteristics and interest preference,but also depends on the subtle influence of teachers on students.Some psychologists put forward the Pygmalion effect in their research results.If this effect is applied in the field of teaching practice,it is called "teacher expectation effect".In recent years,a lot of researches have been carried out in the field of education and psychology.The purpose of this paper is to study the relationship among teachers’ expectations,academic achievements and academic emotions,hoping to arouse the attention of teachers and students,and even the educational community.In this paper,the questionnaire of students’ perceived teacher expectation is used to measure students’ perceived teacher expectation,and the questionnaire of teenagers’ academic mood is used to measure junior middle school students’ academic mood.Taking four junior middle schools in Wuxi City as the study area,the samples needed for the study are obtained by means of stratified random sampling method.Three teachers and the whole class taught by the teachers are randomly selected from each grade of each middle school.Each school has nine teachers and nine classes,and four schools have 36 teachers and 36 classes in total.991 questionnaires were sent out to 991 junior middle school students.The results of the most recent examination are taken as the main basis to measure the students’ academic performance.The subjects examined include Chinese,mathematics and English scores.With SPSS22.0 as a statistical tool,the data collected in the survey results are analyzed by variance analysis,correlation analysis and regression analysis,and the relationship between teachers’ expectations,students’ academic emotions and academic achievements is analyzed by mathematical statistics.The results show that:1.The interaction between teachers and students is insufficient,and the most obvious perception of junior high school students is the academic feedback made by teachers.2.Teachers’ expectation,teaching interaction and academic feedback have no significant interaction effect on grade and gender.3.The positive emotions of junior high school students in academic activities are significantly greater than the negative emotions.4.There are significant differences in the four indicators of Academic Emotion in gender dimensions.5.This paper introduces regression analysis to investigate the relationship between teachers’ expectations and academic emotions,and the effect of teachers’ expectations and academic emotions on junior high school students’ academic performance.The final regression analysis results show that there is a mediating effect of Academic Emotion in the variables of teachers’ expectation and academic achievement.The results are summarized as follows:(1)teachers’ expectation has a significant positive predictive effect on junior high school students’ academic performance;(2)junior high school students’ academic mood is different in gender and grade;(3)academic mood has a significant predictive effect on junior high school students’ academic performance,and the improvement of academic performance helps to improve junior high school students’ academic mood;(4)teachers’ expectation has a significant positive predictive effect on junior high school students’ academic performance Academic emotion has a significant predictive effect;(5)academic emotion has an intermediary effect in the variables of teachers’ expectation and academic achievement.Based on the above research results,the following suggestions are put forward:teachers should keep positive,moderate and reasonable expectations,so as to enhance students’ positive academic emotions such as happiness,hope and pride.Better academic emotions are conducive to the active promotion of students’ learning activities,help students actively participate in teaching and improve teaching efficiency.At the same time,it can provide students with a positive and pleasant learning environment,cultivate students’ deeper self-awareness and ability to cope with academic adjustment,and establish a good relationship between teachers and students.Finally,we should fully understand the students,give support,pay attention to their mental health,create and improve the Department of psychological services for students,and cultivate their ability of active adjustment,learning transformation and seeking external help.