A Study On The Relationship Among Teacher-Student Relationship,Academic Self-Efficacy And Daily Academic Resilience Of High School Students And Educational Strategies

High school students will encounter various academic difficulties and challenges in their daily learning process with the increase of grade,the increase of academic difficulty and the pressure of college entrance examination.Daily academic resilience refers to the individual’s ability to successfully cope with daily typical academic setbacks,academic challenges and academic difficulties in school learning and life.If these academic setbacks cannot be properly handled,not only their academic development will be adversely affected,but also individual behavior and psychological problems may occur.Therefore,it is necessary to study the coping mechanism of students under daily academic pressure.The teacher-student relationship,as one of the important interpersonal relationships in high school students’ academic life,has a great impact on the academic development of students.In addition,the cultivation of academic self-efficacy is beneficial to the formation of high school students’ good learning behaviors.Therefore,this study focuses on exploring the relationship and mechanism between the above variables and daily academic resilience from the interaction of internal and external resources of high school students,providing further theoretical support for the research on the impact of daily academic resilience,and putting forward feasible strategies to improve the level of high school students’ daily academic resilience.In this study,students from three high schools in Xi ’an and Hanzhong were selected as subjects,and the "Teacher-student Relationship Questionnaire","Academic Self-efficacy Scale" and " Daily Academic Resilience Scale" were used as measuring tools for investigation.SPSS 25.0 and PROCESS are used to analyze the data and test the mediation effects.The results of the study are as follows:(1)The high school students’ teacher-student relationship is generally good,academic self-efficacy and daily academic resilience are at the middle-to-upper level;(2)In teacher-student relationship aspect,there has significance differences in terms of gender,class leader or not,boarding students or not and grade;In academic self-efficacy aspect,there has significance differences in terms of gender,student origin,class leader or not and family economic situation;In daily academic resilience aspect,there has significance differences in terms of gender,class leader or not and family economic situation;(3)There are significant positive correlations between teacher-student relationship and academic self-efficacy,between teacher-student relationship and daily academic resilience,and between academic self-efficacy and daily academic resilience.Teacher-student relationship and academic self-efficacy positively predicts daily academic resilience of high school students;(4)Academic self-efficacy plays the mediating role in teacher-student relationship and daily academic resilience.Based on the above research results,in order to improve the level of high school students’ daily academic resilience,the following educational strategies are proposed:(1)Build a harmonious teacher-student relationship by creating a democratic teaching environment,promoting the concept of equality and mutual love,and strengthening communication between teachers and students;(2)Improve students’ academic self-efficacy by guiding the formulation of reasonable learning goals,providing opportunities to experience success,teaching basic learning strategies,guiding positive attribution,and guiding correct comparison;(3)Actively carry out frustration education through discipline infiltration,creating and rehearsing frustration situations,giving play to role models,cultivating students’ psychological quality,and playing the role of home-school community.