The Relationship Between Teacher-student Relationship, Academic Emotion And Mathematics Learning Engagement Of Junior High School Students

Education is a cause of fundamental importance for the future of our nation.In recent years,education is in the strategic position of giving priority to development in our Country.With the development of basic education curriculum reform in China,the liberal education has achieved remarkable results,but there is still a long way to go.Therefore,one of the key factors to construct the core literacy system is to improve students' learning engagement.Mathematics is one of the three major subjects of basic education.Learning mathematics well not only helps to cultivate various abilities such as cognition,logic and spatial imagination,but also helps to develop in the long run.The research is called mathematical Learning Engagement,which is often influenced by teacher-student relationship and academic emotion.Therefore,this research takes the mathematics study as the foothold,discusses the teacher-student relations,the study emotion two important factors to its function.Three progressive studies were conducted to explore the relationship among teacher-student relationship,academic emotion and mathematics learning engagement.The first study,based on the survey of 1023 students,revised the mathematics academic emotion questionnaire which is suitable for middle school students in the mathematics classroom situation.In the second study,420 junior middle school students were measured with the mathematics academic emotion scale,the teacher-student relationship scale and the learning engagement scale,to explore the mediating role of different academic emotions in teacher-student relationship and mathematics learning engagement.In study 3,68 students were followed for two consecutive weeks(10 working days)after each math class,to further explore the dynamic longitudinal relationship between junior high school students' Mathematics learning involvement,teacher-student relationship and academic emotion.The results show that:(1)The revised mathematics academic emotion questionnaire has good validity and reliability,which can be used as a survey tool;(2)Positive academic emotions,Enjoyment,Hope and Pride play a part of mediating role between teacher-student relationship and mathematics learning engagement;Boredom in negative academic emotion played a part of mediating role between teacher-student relationship and mathematics learning engagement,while other academic emotions such as Anger,Anxiety,Shame and Hopelessness played no significant mediating role;(3)The teacher-student relationship in each math class has a positive effect on the learning engagement.The teacher-student relationship in every math class has positive influence on the positive academic emotions(Enjoyment,Hope,Pride).The teacher-student relationship has a negative effect on the negative academic emotions(Anxiety,Shame,Boredom)in every math class.Mathematics classroom academic emotion plays an mediating role between teacher-student relationship and mathematics learning engagement.Based on the research results,it is proposed that as a mathematics teacher,we should pay attention to the construction of good teacher-student relationship such as mutual respect,trust and support;At the same time,teachers should make good use of students' feelings of shame and anxiety so that students will be aware of shame and then be brave and turn pressure into motivation,teaching students according to their aptitude and attaching importance to the mental health of junior middle school students.