教师支持与初中生学习投入的关系——学业自我概念和学业自我效能感的链式中介效应  

The Relationship between Teacher Support and Middle School Student Engagement--The Chain Mediating Effect of Academic Self-Concept and Academic Self-Efficacy

作　　者：纪春梅[1] 张延普 俞家梅 JI Chunmei;ZHANG Yanpu;YU Jiamei

机构地区：[1]西藏大学,西藏拉萨850000

出　　处：《天津市教科院学报》2023年第1期67-77,共11页Journal of Tianjin Academy of Educational Science

基　　金：2021年度国家社科基金西部项目“西藏义务教育阶段藏族学生学业成绩影响因素模型建构与提高路径研究”(21XMZ 027)。

摘　　要：为探讨教师支持、学业自我概念、学业自我效能感和初中生学习投入之间的关系,研究采用教师支持量表、学业自我概念量表、学业自我效能感量表和学习投入量表对666名初中生进行调查。结果显示:(1)教师支持与学习投入显著正相关,教师支持显著正向预测初中生学习投入;(2)学业自我概念和学业自我效能感在教师支持与初中生学习投入之间不仅起单独中介作用,还起链式中介作用。In order to explore the relationship among teacher support,academic self-concept,academic self-efficacy and junior high school learning engagement,666 junior high school students were investigated with teacher support scale,academic self-concept scale,academic self-efficacy scale and student engagement scale.The results show that:(1)There is a significant positive correlation between teacher support and student engagement,and teacher support positively predicts junior high school student engagement;(2)Academic self-concept and academic self-efficacy not only play an independent intermediary role between teachers'support and junior high school students engagement,but also play a chain intermediary role.

关 键 词：教师支持 学业自我概念 学业自我效能感 学习投入 

分 类 号：G441[哲学宗教—心理学]