Teacher-student Interaction Behavior And Middle School Students' Classroom Concentration: The Mediating Role Of Classroom Academic Emotions

Focused attention is a key factor affecting students’ learning in the classroom,which can effectively predict students’ academic achievement.The latest research shows that the teacher is one of the important external factors affecting students’ focused attention in the lecture.Interpersonal Teacher Behavior shown in the process of teachers’ teaching,such as leadership,understanding,admonishing,dissatisfaction etc.The influence of those positive or negative teacher-student interaction behaviors on students’ focused attention in the class may be different.At the same time students’ academic emotions in the class may be a mediating variable between teacher-student interaction and students’ focused attention in the class.It remains unclear that the mechanism of how teacher-student interaction behavior influences students’ focused attention in education,which needs further research.The questionnaire named Questionnaire on Class Academic Emotion,Scale of Class Focused Attention and Questionnaire on Teacher Interaction(QTI)were used in this study.570 middle school students from a middle school in Nanchang City of Jiangxi Province were involved in this questionnaire survey.This study explored the relationship between teacher-student interaction behavior and students’ focused attention in the class,and examined the mediating effect of academic emotions,so as to further reveal the influencing mechanism of class focused attention.Firstly,as the results show that there are significant differences in class focused attention,class academic emotions,and teacher-student interaction behaviors in the variables of whether they are class leaders and grades.Secondly,each variable correlation analysis results suggest that teacher-student interaction behavior perceived and academic emotions experienced by students are significantly correlation with students’ focused attention in middle school.Finally,intermediary effect test results show that negative academic emotions are partly mediator variable between teachers’ negative behavior and students’ focused attention.Similarly,positive academic emotions are partly mediator variable between teachers’ positive behavior and students’ focused attention.The conclusions we can draw in this study are that the level of class cadres’ focused attention is higher than that of non-student class cadres,and the level of senior high school students is higher than the level of junior middle school students.When middle school students perceive more positive teacher behaviors and classroom academic emotions,their class focused attention will be higher.Teacher-student interaction behaviors can directly affect middle school students’ class focused attention,and they can also affect middle school students’ classroom academic emotions to affect their class focused attention indirectly.