Exploring the Effects of Teacher-Student Verbal Interaction on Effects of Adolescent Learning Efficacy Based on Satir's Iceberg Theory

Abstract

Teaching is an important process of teacher-student verbal interaction, which plays a significant role in improving students' academic performance and enhancing their healthy physical and mental development. In order to investigate the influence of teacher-student verbal interaction on secondary school students' learning efficacy and to understand how teachers' language affects adolescents' self-efficacy, this paper adopts questionnaires and interviews founded on Satir's iceberg theory to gather data on teacher-student relationships and their learning efficacy from eight secondary school students in four regions, including Fujian and Sichuan. Quantitative analysis is conducted by SPSS 26.0 to study the effect of teacher-student verbal interaction on secondary school students' learning efficacy. The study indicated that positive and good verbal interactions could enhance adolescents' learning efficacy. Teachers can utilize Satir’s iceberg theory to touch the psychological world under the iceberg and assist students in enhancing their learning efficacy through more accurate verbal behaviors.