Study On The Relationships Between Junior Middle School Students' Creative Self-efficacy And Teacher-student Classroom Interaction From The Perspective Of Bioecology

Creative self-efficacy has always been an important field of selfefficacy study,and the education of middle school is an important phase to cultivate students' creative self-efficacy.Teachers ' classroom education is a key part of middle school education.In the process of classroom education,the interaction among teachers and students plays an important role in development of students' creative self-efficacy.There are four characteristic elements affecting personal development in Bioecological theory,including recent process,person,context,and time.The research design that verifies theoretical hypothesis is reffered to as PPCT model,which provides us with a more comprehensive perspective to view individual development.Through cross-sectional study,longitudinal study and questionnaire method,PPCT model is used to explore the mechanism of teacher-junior school student classroom interaction on creative self-efficacy.In this study,318 schoolmates in junior middle school in Nanning had been traced for 1 semester in continuous way.Main research conclusions are as follows:(1)In the analysis of differences,significant difference of creative self-efficacy exists in 3 aspects,involving student's birthplace,whether student lives in campus and plays the role as student leader.Vital difference of teacher-student classroom interaction exists in 5 aspects,includes nation,grade,birthplace,whether student lives in campus and plays the role as student leader.(2)In correlation relation,there is the significant correlation between some variates and teacher-student classroom interaction,and variates are involving creative self-efficacy,creative strategy belief dimensions,creative finished product belief dimensions and anti-negative evaluation belief dimensions.What's more,creative self-efficacy could be predicted markedly by teacher-student classroom interaction.(3)In the tracking results,creative self-efficacy of junior middle school students is rapidly growing.The development of creative self-efficacy might be predicted effectively by changes of teacher-student classroom interaction.2 variates play a regulating role in predicting,including whether students live in campus and the combination,and whether students live in campus and their gender that make up the combination.