摘要
探索学生感知的教师支持如何影响其学业成绩对促进学生学业发展有着积极的现实意义。本研究从学业自我效能感和学习投入两视角,以对云南某县331名初二年级学生调查所获得的数据为分析单元,对学生感知的教师支持影响学业成绩的机制进行分析。结果表明:(1)学生感知的教师支持对其学业成绩影响的直接作用让位于间接作用;(2)学业自我效能感和学习投入既能以同步形式,又能以连续的形式在学生感知的教师支持与学业成绩之间充当中介作用;(3)学业自我效能感的特定中介效应均显著高于学习投入的特定中介效应、学业自我效能感和学习投入连续中介效应,而学习投入的特定中介效应和学业自我效能感与学习投入连续中介效应之间不存在显著差异。
It is of positive significance to explore how the perceived teacher support affects student’s academic achievement.From the perspectives of academic self-efficacy and learning engagement,this study analyzes the mechanism of the perceived teacher support affecting students’academic achievement by analyzing the data obtained from a survey of 331 second year junior school students in Yunnan province.The results found that:(1)The direct effect of perceived teacher support on academic achievement was weaker than the indirect effect.(2)Academic self-efficacy and learning engagement can take both the synchronous and continuous form as an intermediary role between the perceived teacher support and academic achievement.(3)The specific mediating effects of academic self-efficacy are significantly higher than that of learning engagement and higher than the combination of academic self-efficacy and learning engagement,while there is no significant difference between the specific intermediary effect of learning engagement and the combination of academic self-efficacy and learning engagement.
作者
李维
白颖颖
Wei Li;Yingying Bai(China Institute of Rural Education Development,Northeast Normal University,Changchun 130024;Faculty of Education,Northeast Normal University,Changchun 130024)
出处
《教育与经济》
CSSCI
北大核心
2018年第6期86-92,共7页
Education & Economy
基金
国家社会科学基金教育学国家重点课题"全面提升农村教育质量背景下的农村教师结构调整及编制需求研究"(项目号:AFA150007)
关键词
感知的教师支持
学业自我效能感
学习投入
初二学生
学业成绩
perceived teacher support
academic self-efficacy
learning engagement
second year junior school students
academic achievement
