The Relationship Between Teacher-student Interaction And Junior High School Students Learning Satisfaction:the Role Of Emotional Contagion And Academic Performance

Learning satisfaction is a key factor affecting the healthy growth of junior high school students.Students with low learning satisfaction are prone to weariness and cannot integrate into school life normally.Studies have shown that teachers are one of the factors that affect learning satisfaction.Teachers have different types of interactions with students in the classroom,such as friendly,dissatisfied,and punishing.These positive or negative teacher-student interactions may have different effects on students’ learning satisfaction.Influence.In addition,the interaction between teachers and students is usually accompanied by the mutual influence of emotions between teachers and students,that is,emotional contagion.Emotional contagion may be an important mediating variable between teacher-student interaction and learning satisfaction.Academic performance is the basis for students to evaluate their learning satisfaction.At the same time,students with different academic levels have different emotions and states of interaction with teachers,suggesting that academic performance may play a certain moderating role in the process of teacher-student interaction affecting learning satisfaction.Therefore,the main purpose of this paper is to investigate the effect of teacher-student interaction on junior high school students’ learning satisfaction,the mechanism of action,and the moderating effect of academic performance.In Study 1,938 junior middle school students were investigated by teacher interaction questionnaire,emotional infection questionnaire and learning satisfaction questionnaire to investigate the impact of teacher-student interaction on junior middle school students’ learning satisfaction and explore the mediating role of emotional infection.In Study 1,the subjects can fill in the questionnaire based on the actual situation of any Chinese /Mathematics / English course.In Study 2,the course scene was fixed as mathematics course,and the subjects were required to fill in the questionnaire based on the actual situation of mathematics classroom.In the second study,the course scene was fixed as the mathematics course,and the subjects were required to fill in the questionnaire based on the actual situation of the mathematics classroom.Study 2 used the same questionnaire as study 1 to investigate 309 junior middle school students,and further collected the students’ mathematics mid-term examination results.On the one hand,it verified the intermediary model proposed by study 1,on the other hand,it tested the regulatory effect of mathematics academic performance,and put forward a regulated intermediary model.The results of this study are as follows:(1)The positive interaction between teachers and students in Study 1 is significantly positively correlated with positive emotional infection and learning satisfaction.The positive interaction between teachers and students can not only directly and positively affected learning satisfaction,but also indirectly affect learning satisfaction with positive emotional infection,that is,the intermediary model of positive emotional infection is established.The negative interaction between teachers and students is negatively correlated with learning satisfaction,but not with negative emotion infection,that is,the intermediary model of negative emotion infection is not tenable.(2)Study 2 repeated the mediation model results of study 1,that is,positive emotion infection plays a partial mediating role between the positive interaction between teachers and students and the learning satisfaction of junior middle school students.Study 2 further found that mathematics academic achievement can regulate the impact on positive interaction between teachers and students on positive emotional infection in mathematics classroom.The higher the academic achievement,the stronger the positive predictive effect of positive interaction between teachers and students on positive emotional infection,that is,the mediation model with regulation is established.According to the research results,this study puts forward the following educational suggestions: pay attention to and improve the soft index of educational evaluation(learning satisfaction);Create a teaching atmosphere dominated by emotional teaching;Provide and encourage positive interaction between teachers and students in the classroom.In summary,through two studies,this paper confirms that positive emotional infection can partly explain the positive effect of positive interaction between teachers and students on junior middle school students’ learning satisfaction.At the same time,academic achievement can regulate the impact of positive interaction between teachers and students on positive emotional infection,and then affect learning satisfaction.