| With the advent of the information society,teacher prestige is facing an identity crisis,and teacher prestige is of great value to teachers’ own professional growth,the building of teacher-student relationships,student learning growth,and classroom classroom management.The primary school pupil’s primary social identity is that of a student,one of their primary dependents is their teacher,and as the physical and mental development of primary school pupils is rapid and subtle,it is of great significance to their engagement in learning,positive academic emotions and healthy physical and mental development if they can identify with their teacher’s authority and form a harmonious teacher-student relationship with them.The literature search and combing revealed that empirical research on teacher prestige identity at the primary school level is still weak.Therefore,548 questionnaires were administered to examine the role of teacher-student relationships and positive academic emotions in mediating the chain of teacher prestige and engagement in learning,using middle and upper primary school students as the study population.The results show that:(1)Teacher prestige significantly and positively predicted teacher-student relationship,teacher-student relationship significantly and positively predicted positive academic affect,and positive academic affect significantly and positively predicted engagement in learning,with teacher-student relationship and positive academic affect acting as a chain mediator in the effect of teacher prestige on engagement in learning.(2)The level of agreement with teacher authority was generally higher in the middle and upper primary grades,with significant differences in grade level,class leaders,and academic achievement.This is reflected in the fact that the lower the grade level,the higher the level of identification with teacher authority,the higher the level of identification with teacher authority among class leaders than among non-class leaders,and the higher the level of identification with teacher authority among students with good academic performance than among students with poor academic performance.(3)The overall level of engagement in learning was higher among students in the middle and upper primary grades,with significant differences in gender,grade level,class cadre,and academic performance.This is reflected in higher levels of engagement in learning for girls than boys,higher levels of engagement in learning dynamics and dedication for students at lower grade levels,higher levels of engagement in learning for class leaders than for non-class leaders,and higher levels of engagement in learning for students with good academic performance than for students with poor academic performance.(4)The level of intimacy and attachment in teacher-student relationship was higher in the middle and upper primary grades,with significant differences in gender,grade level,class leaders,and academic performance.The younger the students,the closer and more attached they are to their teachers.Students who are class leaders have significantly higher levels of closeness and attachment to their teachers than those who are not class leaders,and the better their academic performance,the closer they are to their teachers.(5)Positive academic emotions are generally higher in the upper and middle grades of primary school,with significant differences in gender,class leaders and academic performance.In particular,the level of positive academic emotions was higher among girls than boys,and the positive academic emotions of class leaders were significantly higher than those of non-class leaders,and students with better academic performance were more likely to have positive academic emotions.Based on the above findings,some suggestions for countermeasures are explored in terms of both teacher prestige and learning engagement,and the shortcomings of this study are pointed out to provide some reference for future research. |
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