预科学生感知教师支持与学习适应性的关系:学习投入的中介作用  

The Relationship between Perceived Teacher Support and Learning Adaptability of Preparatory College Students:The Mediating Role of Learning Engagement

作　　者：刘娟娟[1,2] 孙瑜 LIU Juanjuan;SUN Yu(Faculty of Education,Yunnan Normal University,Kunming 650500,China;College of Preparatory Education,Yunnan Minzu University,Kunming 650500,China)

机构地区：[1]云南师范大学教育学部,云南昆明650500 [2]云南民族大学预科教育学院,云南昆明650500

出　　处：《民族高等教育研究》2024年第4期49-55,共7页Research on Higher Education of Nationalities

基　　金：云南民族大学2021年教学研究项目“基于适应性视域下的预科教育效果评价研究”(项目编号:2021JG-057)。

摘　　要：采用感知教师支持、学习投入、学习适应性问卷对730名预科学生进行问卷调查,探讨预科学生感知的教师支持与学习适应性之间的关系,并以学习投入作为中介变量进行检验。结果发现,预科学生感知的教师支持、学习投入以及学习适应性均处于中等水平;预科学生感知的教师支持、学习投入和学习适应性之间均存在显著的正相关;学习投入在教师支持和学习适应性之间起着显著的部分中介作用,其中介效应值为0.19,占总效应的52.4%。学习投入在学习支持、情感支持与学习适应性之间存在显著的部分中介作用,在能力支持与学习适应性之间存在显著的完全中介作用。A questionnaire survey was conducted on 730 preparatory college students using perceived teacher support,learning engagement and learning adaptability,to explore the relationship between perceived teacher support and learning adaptability of pre⁃paratory college students,and to test the relationship with learning engagement as a mediating variable.The result found that:The perceived teacher support,learning engagement and learning adaptability of the preparatory college students are all in the middle level.There is a significant positive correlation among the perceived teacher support,learning engagement and learning adaptability of preparatory college students.Learning engagement has a significant partial mediating effect between teacher support and learning adaptability,and its mediating effect value is 0.19,accounting for 52.4%of the total effect.Learning engagement has a significant partial mediating effect on learning support,emotional support and learning adaptability,and a significant complete mediating effect on ability support and learning adaptability.

关 键 词：教师支持 学习适应 学习投入 预科学生 

分 类 号：G442[哲学宗教—心理学]