Research on the Influence of Teacher-Student Education Expectation Consistency on Students’ Physical Exercise: Based on Polynomial Regression and Response Surface Analysis

Abstract

Students' physical exercise has important practical significance in enhancing students' physical health and promoting the health construction. Based on the expectation effect theory, this study explores the influence of teacher-student expectation consistency on students' physical exercise from a binary perspective. Using China Education Tracking Survey (CEPS) data, through polynomial regression and response surface analysis, it is found that: (1) There are four combinations of teacher-student educational expectation. Compared with the combination of "high-low", "low-high" and "low-low", when teacher-student educational expectation is consistent with "high-high", students' cognitive ability and students' physical exercise are higher; (2) Cognitive ability mediates the relationship between teacher-student educational expectation consistency and students' physical exercise; (3) The class atmosphere moderates the consistency of teacher-student education expectation and cognitive ability. This study employs computer technology to validate the impact of the teacher-student duality interaction on students' physical exercise through polynomial regression and response surface analysis. Through the design and development of intelligent auxiliary education system, teachers can gain better insight into students' educational expectations while promoting their engagement in physical exercise.