留守儿童学校人际关系、学习自我效能和学习适应性的关系  

Learning Adaptability,School Interpersonal Relationship and Learning Self-efficacy in Left-behind Children

作　　者：牟生调[1] 南旺盛 

机构地区：[1]定西师范高等专科学校学前教育学院,甘肃定西743000

出　　处：《甘肃高师学报》2016年第5期48-50,共3页Journal of Gansu Normal Colleges

摘　　要：探讨学习自我效能在留守儿童学校人际关系对学习适应性影响中的中介作用。采用测量法,测查270名留守儿童的学习适应性、学校人际关系和学习自我效能。学习自我效能在师生关系对学习适应性影响中起的中介作用比较大（β=0.291～0.138,t=2.511,P〈0.05）。同学关系完全通过学习自我效能来影响学习适应性（β=0.213～0.063,t=1.155,P〉0.05）。通过提高留守儿童的学习自我效能、改善留守儿童的学校人际关系可以改变其学习适应状况。Objective To explore the function of students＇ study self-efficacy in interpersonal contact at school＇s effect on learning adaptability. A total of 270 left-behind children were selected to investigate their leaning adaptability, interpersonal contact at school and learning self-efficacy through questionnaire. Children＇s learning self-efficacy played a part of mediated role between teacher- student at school and learning adaptability（β= 0.291~0.138, t= 2.511, P 0. 05）.Children＇s learning self-efficacy mediated the relation between student-student at school and learning adaptability（β= 0.213~0.063, t= 1.155, P 0. 05）. Improving the left-behind children＇s learning self efficiency and school interpersonal relationship can change the situation of their learning adaptability.

关 键 词：留守儿童 学习适应性 学习自我效能 学校人际关系 

分 类 号：G442[哲学宗教—心理学]