A Study On The Relationship Between Senior High School Students’ Teachers’ Emotional Support,Academic Self-Concept,academic Emotion And Learning Engagement

The outline of the national medium and long-term education reform and development plan（2010-2020）advocates that teaching should take students as the main body,promote students’ all-round development,promote students’ learning investment and strengthen students’ academic guidance through the full implementation of high school academic level examination and comprehensive quality evaluation.High school is an important stage of students’ learning.Students’ learning investment affects students’ learning effect and learning efficiency.This study helps to reduce students’ negative academic emotions,reduce students’ psychological pressure and improve learning efficiency.After having an overall understanding of students’ learning investment,this study provides students with some feasible suggestions,which is also helpful to alleviate students’ learning pressure and improve students’ mental health level.Studies have shown that students’ learning investment is related to external environmental factors.As an external factor,teachers’ emotional support has an impact on students’ learning investment.When students experience high teachers’ emotional support,students’ academic self-concept will improve,produce positive academic emotion and improve students’ learning investment.Therefore,the first mock exam is to examine whether the model of teacher’s emotional support academic self-concept academic emotion learning input is valid.In this study,550 senior high school students were investigated by questionnaire.The results showed that:1.High school students’ teachers’ emotional support is above medium.Among them,boys scored lower than girls,senior one scored higher than senior two and senior three,and class cadres scored higher than non class cadres.2.The academic self-concept of senior high school students is at the medium level and the score of achievement value is high.Among them,boys scored higher than girls,senior one and senior two scored higher than senior three,and class cadres scored higher than non class cadres.3.High school students have more positive academic emotions in academic emotions.Among them,boys have more positive academic emotions,girls have more negative academic emotions,senior one and senior two have more positive academic emotions than senior three,and the score of class cadres’ positive academic emotions is higher than that of non class cadres.4.High school students generally score low in the three dimensions of vitality,dedication and focus of learning investment.Among them,the score of boys is higher than that of girls,the score of dedication dimension of senior one is higher than that of senior three students,and the score of class cadres is higher than that of non class cadres.5.Teachers’ emotional support is positively correlated with academic self-concept,positive academic emotion and academic emotion,and negatively correlated with negative academic emotion.Academic self-concept is positively correlated with positive academic emotion and learning investment,and negatively correlated with negative academic emotion.Learning engagement is positively correlated with positive academic emotion and negatively correlated with negative academic emotion.6.Teachers’ emotional support has a significant predictive effect on learning investment,and academic self-concept and blood emotion have a chain mediating effect.