Study On The Relationship Between The Consistency Of Different Learning Expectations And Learning Stress Of Senior High School Students

Learning pressure is a common problem faced by high school students in our country.From the perspective of psychological development,appropriate learning pressure can indeed improve students’ learning motivation to a certain extent,but excessive learning pressure can cause students’ learning burnout and academic work.Undesirable phenomena such as decline in investment.Studies have shown that the reasons for high learning pressure are not only related to external factors such as teacher expectations,parental expectations,and learning environment perceived by high school students;but also related to internal factors such as high school students’ expectations of themselves and personality tendencies,although studies have shown Teachers,parents,and self-expectations of high school students are generally high,but due to differences in thinking styles and values,high school students’ expectations for their own academic development may be different from the expectations of teachers or parents.of.Previous studies have mostly focused on the impact of a single learning expectation on learning pressure,but there is almost no research on the relationship between the difference between learning expectations and the learning pressure of high school students.This research focuses on the field of study,explores the structure and content of high school students’ teacher expectations,parents’ expectations and self-expectations,and compiles a questionnaire on high school students’ learning expectations;then selects a random sampling method to select 3 public high schools from the urban area of Jinan,To investigate and analyze the consistency of learning expectations and the current situation of learning pressure perceived by high school students;finally explore the relationship between the consistency of learning expectations and learning pressure of high school students to guide teachers and parents to respect students’ self-expectations and based on this Construct a level of learning expectations suitable for the development of students,thereby alleviating the learning pressure of high school students and promoting the development of their mental health.Through a series of statistical analysis and discussion,the following conclusions are drawn:(1)The internal consistency coefficient and the reliability coefficients of the three subscales of the self-compiled "High School Student Learning Expectation Questionnaire" are all above 0.655,indicating that the questionnaire has good reliability and can be used as a measurement tool for learning expectations.(2)There is a significant positive correlation between the difference between teachers,parents and self-expectations and learning pressure,that is,the consistency of teacher expectations,parental expectations and self-expectations of high school students are all significantly negatively correlated with learning pressure.