教师支持、学业自我效能感与中小学生学业成绩的关系:元分析结构方程模型  

The Relationship Between Teacher Support, Academic Self-efficacy, and Academic Achievement of Primary and Middle School Students: A Meta-analytic Structural Equation Model

作　　者：纪春梅 赵慧 JI Chun-mei;ZHAO Hui(School of Education,Tibet University,Lhasa,Tibet,850000,China;School of Science,Tibet University,Lhasa,Tibet,850000,China)

机构地区：[1]西藏大学教育学院,西藏拉萨850000 [2]西藏大学理学院,西藏拉萨850000

出　　处：《教师教育研究》2021年第6期106-113,共8页Teacher Education Research

基　　金：2021年度国家社科基金西部项目(21XMZ027)。

摘　　要：本研究利用元分析与结构方程模型相结合的方法,综合分析了教师支持、学业自我效能感与中小学生学业成绩的152项独立研究结果,随机效应模型结果表明:教师支持、学业自我效能感与学业成绩显著正相关,教师支持与学业自我效能感显著正相关。调节分析发现,城乡调节了教师支持、学业自我效能感与学业成绩的关系。元分析结构方程模型结果发现,教师支持不仅直接影响学业成绩,而且通过学业自我效能感产生间接影响。这一结果为教师支持和学业自我效能感能预测学业成绩提供了有力的证据,表明该理论模型在中小学生群体中的普遍适用性。A combination of meta-analysis and structural equation modeling is used in this study and it comprehensively analyze 152 independent research results on teacher support, academic self-efficacy, and students’ academic achievement of primary and secondary school.The results of the random effects model shows: teacher support and academic self-efficacy was positively correlated with academic achievement, and teacher support was positively correlated with academic self-efficacy.The result of moderated analysis find that the learning resources gap learners enjoy in higher education urban areas or in countryside, it plays a moderating role in the relationship between teacher support, academic self-efficacy and academic achievement.The meta-analysis proves that teacher support not only directly affects academic performance, but also indirectly affects academic self-efficacy, which provides strong evidence that teacher support and academic self-efficacy are predictors of academic performance, and tests the generality of this theoretical model in primary and middle school students.

关 键 词：中小学生 学业自我效能感 教师支持 学业成绩 

分 类 号：G444[哲学宗教—心理学]