留守初中生教师支持与学业适应:人格的调节作用  

Teachers' Support and Left-at-Home Lower Secondary School Students' Academic Adaptation:The Moderating Effect of Personality

作　　者：崔伟[1] 徐夫真[1] 陈佩佩[1] 刘宇鹏[1] 孙浩[1] 

机构地区：[1]山东师范大学心理学院,济南250014

出　　处：《中国特殊教育》2017年第2期54-58,77,共6页Chinese Journal of Special Education

基　　金：山东省社会科学规划一般项目"母亲教养行为与青少年内化问题的关系:一项短期纵向研究课题"(项目批准号:15CJYJ09)的成果之一;山东省高等学校优秀骨干教师国际合作培养项目经费;山东省"十二五"特色重点学科(发展与教育心理学)的资助

摘　　要：通过对318名农村留守初中生进行问卷调查,考察其学业适应的特点及人格特征在感知到的教师支持与学业适应之间的调节作用。结果发现:(1)农村留守初中生学习态度适应最好,人际环境适应、学习方法适应次之,学习任务适应最差;(2)男生在学习任务适应上好于女生,女生在学习态度适应上好于男生;初一、初二学生学习任务适应均好于初三学生;(3)在控制性别和年级后,农村留守初中生感知到的教师支持可以显著正向预测其学业适应,情绪性人格可以调节感知到的教师支持与学业适应之间的关系。即对于具有低情绪性人格特征的农村留守初中生而言,感知到较高教师支持的个体其学业适应极其显著好于感知到较低教师支持的个体。This study, by using questionnaires to test 318 left-at-home rural lower secondary school students,aims to explore their academic adaptation, and how their personality mediates between the support they perceive from their teachers and their academic adaptation. The results show the following： （1） The students surveyed scored highest in learning attitude adaptation, followed by interpersonal environment adaptation, learning skill adaptation, and learning task adaptation; （2） the boys scored higher in learning task adaptation, whereas the girls scored higher in learning attitude adaptation; the students from Grade 7 and Grade 8 scored higher in learn- irtg task adaptation than those from Grade 9; and （3） with gender and grade controlled, the support they perceived from their teachers could help significantly and positively predict their academic adaptation, and their emotional personality could help mediate between the support they perceived from their teachers and their academic adaptation. The study concludes that for left-at-home rural lower secondary school students with lower neuroticism, more support perceived from their teachers can significantly help them show a higher degree of academic adaptation.

关 键 词：农村留守初中生 学业适应 感知到的教师支持 人格 

分 类 号：G456[文化科学—教育学]