心理发展与教育 ›› 2020, Vol. 36 ›› Issue (6): 700-707.doi: 10.16187/j.cnki.issn1001-4918.2020.06.08

• 教与学心理 • 上一篇    下一篇

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

贾绪计1,2,3, 蔡林4, 林琳1,2,3, 林崇德5   

  1. 1. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院, 天津 300287;
    2. 天津师范大学心理学部, 天津 300387;
    3. 学生心理发展与学习天津市高校社会科学实验室, 天津 300387;
    4. 四川工业科技学院思想政治理论课教学部, 德阳 618000;
    5. 北京师范大学发展心理研究院, 北京 100875
  • 发布日期:2020-11-20
  • 通讯作者: 林崇德 E-mail:linchongdebnu@139.com
  • 基金资助:
    全国教育科学“十三五”规划教育部重点课题“核心素养视阈下中学生学会学习的现状、影响因素及其培养”(DBA180313)。

The Relationship between Perceived Teachers' Support and Academic Engagement among High School Students: The Chain Mediating Effect of Academic Self-efficacy and Achievement Goal Orientation

JIA Xuji1,2,3, CAI Lin4, LIN Lin1,2,3, LIN Chongde5   

  1. 1. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
    2. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
    3. Tianjin Social Science Laboratory of Students'Mental Development and Learning, Tianjin 300387;
    4. Ideological and Political Theory Teaching Department, Sichuan Institute of Industrial Technology, Deyang 618000;
    5. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2020-11-20

摘要: 采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示:(1)感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;(2)学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。

关键词: 感知教师支持, 学习投入, 学业自我效能感, 成就目标定向

Abstract: 498 high school students were investigated to explore the effect of perceived teachers' support on academic engagement, as well as the chain mediating effect of academic self-efficacy and achievement goal orientation. The measurement included students' perceived teachers support behavior scale, academic engagement scale, academic self-efficacy questionnaire and achievement goal questionnaire. The results showed that: (1) Teachers' support indirectly predicted academic engagement through academic self-efficacy. Teachers' support indirectly predicted academic engagement through mastery approach and performance approach and performance avoidance. (2)Academic self-efficacy→mastery approach,academic self-efficacy→performance approach and academic self-efficacy→performance avoidance played a chain mediating effect respectively between perceived teachers' support and academic engagement. However, the mediating effect of self-efficacy→mastery avoidance was not significant. These results revealed that perceived teachers' support not only predicted academic engagement through academic self-efficacy, mastery approach, performance approach and performance avoidance, but also indirectly predict academic engagement of high school students through the chain mediating effect of academic self-efficacy and achievement goal orientation.

Key words: perceived teachers’ support, academic engagement, academic self-efficacy, achievement goal orientation

中图分类号: 

  • G442
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