Research On The Influence Of Teacher Support On School Adaptation Of Rural Junior High School Boarders

The issue of student school adaptation has been of great concern to researchers in education,as it is both an important indicator of educational quality and an important component of educational development that needs to be built.A good school adaptation of students can promote students’ academic progress,enhance their learning ability,cognitive ability and social development;a poor school adaptation of students may result in a series of problems such as anorexia,dropout,depression,school bullying and even crime and suicide.Based on the literature analysis,this study found that junior high school is a difficult stage of school adaptation for students,and rural students are at a disadvantage in the process of school adaptation,and boarding students face more complex school adaptation problems.With the dual attributes of “rural” and “boarding”,the current situation and factors influencing the school adaptation of rural junior high school boarding students have become academic and practical issues worth studying.A review of the literature reveals that the external environment and internal attibutes are the two main aspects that influence students’ school adaptation.Teachers,as educators,are not only “teachers” but also“parents” and “friends” of students,and are important subjects in students’ school adaptation environment.As a unique psychological resource,psychological capital is an important component of students’ intrinsic attibutes.Therefore,this study focuses on teacher support and students’ psychological capital to study school adaptation of rural junior high school boarding students.In order to prevent and control the risk of transmission of the COVID-19,this study adopted the survey form of online distribution of electronic questionnaires to investigate the basic information,teacher support,psychological capital and school adaptation of students in three rural junior high schools in County A,Province Y through the Basic Personal Information Questionnaire,Teacher Support Scale,Psychological Capital Scale and School Adaptation Scale;after data cleaning,a total of 976 valid questionnaires were obtained.Based on this,this study conducted descriptive analysis,difference test and correlation analysis on the data of relevant variables,and built a structural equation model to investigate the inner relationship of the three variables in depth.Ultimately,the following main conclusions were drawn from this study.1.The teacher support and psychological capital scores of rural middle school boarders were generally at a moderate to high level,and the school adaptation scores of rural middle school boarders were generally at a high level.2.There were significant differences in teacher support,psychological capital,and school adaptation between rural middle school boarding students and day students,and overall,rural middle school day students scored better than rural middle school boarding students on each variable.3.There were no significant differences in the levels of teacher support among rural junior high school boarding students at the level of gender,age,whether they were only children,whether they were left-behind children,and parents’ education level,and significant differences at the level of grade level,whether they held a class position,actual caregiver,annual family income,and family location.There were no significant differences in the level of psychological capital among rural middle school students at the level of whether they were only children or not,but there were significant differences at the levels of gender,age,class level,whether they were abandoned children,class position,parental education,actual guardians,family income,and family location.actual caregiver,annual family income,and family location.There were no significant differences in school adaptation among rural junior high school boarding students at the levels of being an only child,parents’ education level,and actual caregiver,and significant differences at the levels of gender,age,grade level,being a left-behind child,holding a class position,annual family income,family location,and elementary school boarding experience.4.Teacher support significantly and positively predicted school adaptation of rural middle school boarders,teacher support significantly and positively predicted the level of psychological capital of rural middle school boarders,and psychological capital significantly and positively predicted school adaptation of rural middle school boarders.5.psychological capital played a fully mediating role in the effect of teacher support on rural middle school boarding students’ school adaptation,and among the dimensions of psychological capital,hope had the largest mediating effect size in the model,resilience had the least mediating effect size,and optimism and self-efficacy had moderate mediating effect sizes.Based on the findings,this study proposes three recommendations to improve the school adaptation level of rural junior high school boarding students: to establish a teacher support system with learning support as the main focus emotional and competence support,to improve the quality of family education to establish an efficient home-school co-parenting model,and to reduce students’ academic burden focusing on students’ psychological capital development.