A Study On The Relationship Between Primary School Students’ Perceived Teacher Support,Academic Emotions And Academic Achievement

Academic achievement is one of the most popular areas of research in the field of psychoeducation.As teachers are the primary contact group for students in school,when students perceive more supportive behaviors from their teachers as significant others,it helps students to build confidence,gain positive academic emotion experiences,improve learning behaviors,and enhance academic performance.Studies have shown that there is a correlation between perceived teacher support,academic emotions,and academic achievement,and the specific pathways of influence remain to be refined.In this study,it examined the current situation and characteristics of perceived teacher support and academic emotions among upper elementary school students,and explored the pathways between perceived teacher support,academic emotions,and academic achievement,taking mathematics as an example.The perceived teacher support questionnaire and academic emotion questionnaire were mainly used to survey 429 students in grades 5 and 6 in five elementary schools in Y city.And four mathematics teachers and 12 students in elementary school C were interviewed.Through analysis and discussion,the findings showed that(1)there was no gender difference in elementary school students’ perceived teacher support and there was a grade difference.(2)Gender and grade level differences existed in elementary students’ academic emotions.(3)There was a significant correlation between perceived teacher support,academic emotions,and academic achievement.(4)There is a predictive effect of perceived teacher support and academic mood on academic achievement.(5)The dimensions of academic mood mediated the relationship between perceived teacher support and academic achievement.The results of the interviews indicated that(1)elementary school students had lower levels of perceived teacher emotional support.(2)elementary school students had higher levels of perceived teacher autonomy support and cognitive support.(3)elementary school students had both positive and negative academic emotions.(4)there were grade differences in elementary school students’ academic emotions.The following suggestions were made to enhance elementary school students’ perceived teacher support and regulate academic emotions in conjunction with the obtained findings:strengthen emotional interaction to arouse students’ interest in learning;reasonably adjust teaching to enhance students’ learning ability;give positive feedback to enhance students’ learning confidence;and improve the class environment to create a classr learning atmosphere.