初中生感恩与学习投入的关系研究:感知的教师情感支持的中介作用  

The Relationship Between Gratitude and Study Engagement of Junior High School Students:the Mediating Effect of Perceived Teachers' Emotional Support

作　　者：李艳玲[1] 高昌红 

机构地区：[1]淮南师范学院教育学院,安徽淮南232038

出　　处：《中国人民大学教育学刊》2015年第3期64-72,共9页Renmin University of China Education Journal

基　　金：教育部人文社会科学规划基金项目"认知疲劳的系列化缓解模式研究"(项目批准号:13YJA190018)成果

摘　　要：调查初中生感恩和学习投入的关系。本文选取了396名初中生作为研究调查对象,以感恩、感知的教师情感支持和学习投入量表为测量工具,通过对有效数据进行统计分析得出结论:(1)感恩、感知的教师情感支持与学习投入呈显著正相关,感恩与感知的教师情感支持呈显著正相关;(2)感恩与感知的教师情感支持对学习投入水平有显著的预测作用;(3)感知的教师情感支持在感恩和学习投入之间起部分中介作用。The study investigated 396 junior middle school students' gratitude,study engagement,perception of teachers' emotional support and the relationship among the three variablesby scales. The result indicated: 1. Gratitude and perceived teachers' emotional support showed significant positive correlation with study engagement; Gratitude and perceived teachers' emotional support correlated positively; 2. Gratitude and perceived teachers' emotional support were significant predictors of study engagement; 3. Perceived teachers' emotional support played a partial mediating role between gratitude and study engagement.

关 键 词：感恩 感知的教师情感支持 学习投入 

分 类 号：G444[哲学宗教—心理学]