本研究通过选取高一至高三年级一共331名在校高中生作为研究被试，对班主任之师生互动风格与高中生学业自我效能感、学业成绩的关系进行考察研究。结果发现：（1）师生互动风格存在性别和年级差异，女生感受到更多的积极互动，男生感受到更多的消极互动。除了训诫维度没有年级差异，其他七个维度都存在显著的年级差异。（2）高中生学业自我效能感在性别上差异显著，女生高于男生；年级差异显著，从高一年级到高三年级呈现高——低——高的趋势。（3）师生互动风格与学业成绩显著相关，积极的互动维度（领导维度、帮助维度、理解维度、学生自主维度、严格维度）与学业成绩显著正相关；消极的互动维度（缺乏主见维度、不满维度、训诫维度）与学业成绩显著负相关；学业自我效能感及其两个维度与学业成绩显著相关。（4）师生互动风格与学业自我效能感显著相关。师生互动风格中积极的互动维度（领导维度、帮助维度、理解维度、学生自主维度、严格维度）与学业自我效能感及其两个维度都呈现出显著的正相关关系；消极的互动维度（不满维度、缺乏主见维度、训诫维度）与学业自我效能感及其两个维度均呈现显著的负相关关系。（5）学业自我效能感在师生互动风格与学业成绩之间起部分中介作用。

Base on a survey of 331 high school students, the present study examined head teacher communicational style and its relationship to students' academic self-efficacy and academic achievement. The results found that:(1) The head teacher communicational style exists difference among genders and grades. The girls feel more positive interaction, boys feel negative interaction more. In addition to no grade differences between admonishing dimension, the other seven dimensions have Significant difference in grade differences.(2) Academic self-efficacy exists difference in genders. girls' self-efficacy is higher than that of boys. And it has difference in grades, showing a high low high trend.(3) The head teacher communicational style correlates academic significantly in students' academic achievement; Positive interaction (leadership, helpful, understanding, students freedom, strict) are positively correlated with students' academic achievement; Negative interaction (uncertain behavior, dissatisfied, admonishing ) are negatively correlation with students' academic achievement. Students' academic self-efficacy and its two dimensions are positively correlated with students' academic achievement.(4) The head teacher communicational style correlated with students' academic self-efficacy and its two dimensions significantly. Positive interaction (leadership, help, understanding, student freedom, strict) are positively correlated with students' academic self-efficacy and its two dimensions. Negative interaction (dissatisfied, uncertain behavior ,admonishing ) and academic perform significant negative correlation.(5) Middle school students' academic self-efficacy plays a partial mediating role between teacher communicational style and academic achievement.