The Impact of Perceived Teacher Expectations on Junior High School Students' Science Academic Performance: The Chain Mediating Role of Teacher-Student Relationship and Academic Burnout_Vol. 2 No. 6 (JHET 2025)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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The Impact of Perceived Teacher Expectations on Junior High School Students' Science Academic Performance: The Chain Mediating Role of Teacher-Student Relationship and Academic Burnout

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DOI: https://doi.org/10.62517/jhet.202515634

Author(s)

Zhe Shi

Affiliation(s)

College of Physics, Hangzhou Normal University, Hangzhou, Zhejiang, China *Corresponding Author

Abstract

This study explores how perceived teacher expectations influence junior high school students' science scholastic achievement, focusing on the intermediary function of teacher-student association and academic exhaustion. A sample of 222 Grade 7 and 9 students completed assessments for perceived teacher expectations, teacher-student relationship, academic burnout, and science academic performance. Using SPSS Process macro for hierarchical regression and mediating effect analysis, results indicate: (1) Perceived teacher expectations notably forecast science academic performance; (2) Teacher-student relationship and academic burnout form a chain mediating mechanism-positive expectations enhance teacher-student bonds, reduce exhaustion, and thereby improve achievement; (3) Grade 9 students show weaker teacher-student emotional connections and higher burnout levels than Grade 7. These findings provide theoretical and practical insights for optimizing science learning outcomes.

Keywords

Chain Mediating Model; Science Academic Attainment; Perceived Teacher Expectations; Teacher-student Association; Academic Exhaustion; Junior High School Students

References

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