教师情感支持对中学生学习参与的影响——基于学业自我效能感的中介效应分析  

The Effect of Teacher Emotional Support on Secondary School Student Learning Engagement—Analysis of Mediating Effect Based on Academic Self-Efficacy

作　　者：周佩灵 周悦 王洪席[1] ZHOU Peiling;ZHOU Yue;WANG Hongxi(Faculty of Education,Henan University,Kaifeng Henan,475004)

机构地区：[1]河南大学教育学部,河南开封475004

出　　处：《现代基础教育研究》2022年第4期119-126,共8页Research on Modern Basic Education

基　　金：国家社会科学基金教育学一般课题“‘双减’背景下我国中小学生的课堂参与:理论模型、影响机制及干预策略研究”(项目编号:BHA220148)的研究成果。

摘　　要：为探讨学业自我效能感在教师情感支持和中学生学习参与之间的中介作用,采用中学生感知的教师情感支持问卷、学业自我效能感问卷、中学生学习参与问卷对1458名中学生进行调查。结果发现:教师情感支持、学业自我效能感、学习参与之间两两显著正相关;学业自我效能感在教师情感支持和学习参与之间起部分中介作用。因此,在新时期,为促进学校“育人方式变革”真正“落地”,教师应加大对学生的情感支持力度,增强学生学业自我效能感;学校应积极构建支持性环境,进而提升中学生学习参与水平。To explore the mediating role of academic self-efficacy between teacher emotional support and secondary school student learning engagement,this research surveyed 1,458 secondary school students by means of the Teacher Emotional Support Questionnaire as Perceived by Secondary School Students,the Academic Self-Efficacy Questionnaire and the Secondary School Student Learning Engagement Questionnaire.The results have found that there have existed significant and positive correlation between teacher emotional support,academic self-efficacy and learning engagement;academic self-efficacy has partial media⁃tion in the relationship between teacher emotional support and learning engagement.Therefore,in this new era,in order to pro⁃mote the“change in the cultivation practice of students”in schools,teachers should increase their emotional support for students and enhance their academic self-efficacy,and schools should actively build a supportive environment in order to increase stu⁃dents’participation level in learning.

关 键 词：教师情感支持 学习参与 学业自我效能感 中介效应 

分 类 号：G442[哲学宗教—心理学]