初中生教师支持对学业成就的影响——自主动机的中介作用  

Influence of Teacher Support on Academic Achievement of Junior Middle School Students:Mediating Role of Autonomous Motivation

作　　者：赵扬 ZHAO Yang(College of Educational Science,Tonghua Normal University,Tonghua 134002,China)

机构地区：[1]通化师范学院教育科学学院,吉林通化134002

出　　处：《通化师范学院学报》2022年第9期84-90,共7页Journal of Tonghua Normal University

基　　金：吉林省社会科学基金项目(研究基地)“后扶贫时代教育精准扶贫的实现机制研究”(2021J21)。

摘　　要：学业成就是衡量青少年发展的重要指标,为了解初中生学业成就的影响因素,有效提升教育质量,该研究基于自我决定理论,在H省W市的几所初中随机抽取了400名同学进行匿名问卷调查,结果发现:教师支持下的自主支持、结构化及人际卷入均可显著正向预测学生的自主动机及学业成就,且自主动机在教师自主支持及人际卷入与学业成就间存在部分中介作用。在未来的教学实践中,教师应结合实际向学生提供支持性的教学行为,提升学生的自主动机,提高学生的学业成就。Academic achievement is an important indicator to measure the development of teenagers.In order to understand the influencing factors of junior middle school students’academic achievement and effectively improve the quality of education,based on the self-determination theory,this study randomly selected 400 students from several junior middle schools in W City,H Province to conduct an anonymous questionnaire survey.The results show that autonomy support,structure and involvement under teacher support can significantly and positively predict students’autonomous motivation and academic achievement,and autonomy motivation has a partial mediating effect between teachers’autonomy support,involvement and students’academic achievement.In the future teaching practice,teachers should provide students with supportive teaching behavior,improve students’autonomous motivation and academic achievement.

关 键 词：教师支持 自主动机 学业成就 

分 类 号：B844.2[哲学宗教—发展与教育心理学]