The Influence Of Teachers’ Language Abstraction And Advice Types On Junior Middle School Student’ Advice Taking

Advice taking refers to the process in which the decision-maker refers to the suggestions of others and makes the final decision.Previous studies on the advice taking often discussed the various characteristics of decision-makers when making decisions alone,and rarely discussed how the proponents and the content of suggestions affect the process of decision-makers’ advice taking from the perspective of proponents.In December 2020,China’s Ministry of Education issued the disciplinary rules for primary and secondary education（Trial）,which clearly stated that teachers need to communicate with students in time after punishing students,and put forward relevant suggestions to urge them to correct their mistakes.Junior middle school students are in a critical period of growth.Teachers need to put forward suggestions to students whether they provide academic guidance to students or students have violations.However,at present,no relevant psychological research has examined the important issue of how teachers can put forward suggestions that students are willing to adopt.Taking junior middle school students as subjects,this study analyzes the impact of teachers’ language abstraction and advice types on junior middle school students’ advice taking through three studies.In Study 1,108 junior middle school students were investigated by sentence completion method.The results show that in reality,junior middle school students are most willing to seek help and encouragement from teachers,and are most unwilling to listen to teachers’ suggestions of insult and punishment.Girls’ acceptance of teachers’ language abstraction is significantly different when they adopt suggestions or not.When they adopt suggestions,their preference for specific suggestions is higher than that of abstract suggestions;When not adopting suggestions,the preference for abstract suggestions is higher than that for specific suggestions.When students of different grades adopt or do not adopt suggestions,there is no significant difference in their perception of the language abstraction of teachers’ suggestions.In study 2a,113 junior middle school students and 10 junior middle school teachers were investigated,and the common situations in which teachers put forward suggestions to students were collected by using open-ended and closed-ended questionnaires.In order to carry out the formal experiment,the proposed situation,the content of suggestions,the language abstraction of suggestions,the difficulty of subjects making decisions on the proposed situation,and the effectiveness of the proposer’s emotional and professional manipulation were tested.Study 2B took 90 junior middle school students as the research object,manipulated two variables:language abstraction and advice type,and conducted 2（language abstraction : Concrete vs Abstract）× 2（advice type: Request vs Imposition）situational experiment to investigate the impact of teachers’ language abstraction and advice type on junior middle school students’ adoption of suggestions.The results show that teachers’ language abstraction and advice type jointly affect the degree of students’ advice taking.Specifically,when the teacher’s advice are "request" type,the students’ adoption of the teacher’s abstract suggestion language is higher,and when the teacher’s advice are "imposed" type,the students’ adoption of the teacher’s specific suggestion language is higher.Secondly,in different situations,students’ adoption of language abstraction in different types of teachers’ suggestions is different.Under the specific language conditions,students’ adoption of the types of suggestions imposed by teachers is higher in the situation of learning methods and achievement problems;In the situation of violation and learning attitude,students have a higher degree of adoption of the types of suggestions requested.Under the condition of abstract language,students in the situation of learning attitude and achievement problems have a higher degree of adoption of the types of suggestions requested by teachers;In the situation of violation and learning methods,students have a higher degree of adoption of the imposed types of suggestions.The conclusions of this study are as follows:（1）The common situations in which junior middle school teachers put forward suggestions to students include: performance problems,learning attitude,learning methods,violations of rules and disciplines,etc.（2）In reality,the proportion of junior middle school students willing to seek help and encouragement from teachers is the most,and the proportion of students unwilling to listen to teachers’ suggestions of insult and punishment is the most.（3）Generally speaking,the language abstraction of teachers’ suggestions and the type of suggestions jointly affect students’ adoption of suggestions.When the teacher’s suggestion is of request type,the more abstract the teacher’s suggestion language is,the more students will adopt the suggestion;When the teacher’s suggestion is imposed,the more specific the teacher’s suggestion language is,the more students will adopt the suggestion.However,in different suggestion situations,the abstraction of teachers’ suggestion language and the type of suggestion have different effects on students’ willingness to adopt suggestions.According to the research results,this paper lists 10 teachers’ suggestions that junior middle school students are most willing and least willing to accept,and puts forward some suggestions,such as "when giving their own suggestions to students,teachers need to clarify what kind of suggestions should be adopted under what circumstances and what kind of suggestion language to use".