教师关怀行为对高中生学习效能感的影响:压力与动力的分化

Effect of teachers' caring behavior on learning efficacy of high-school students:differentiation between stress and motivation

目的探讨高中生对教师关怀行为的理解差异对其学习效能感及学业表现的影响。方法采用方便抽样法,选取某高中二年级学生259人作为研究对象。采用教师关怀行为问卷、学习效能感问卷、知觉压力与动力问卷对其进行调查,并对调查数据进行统计分析。结果根据高中生对教师关怀行为的知觉压力与动力情况可将研究对象分为动力型(动力感受因子得分高,压力感受因子得分低)、平衡型(动力感受因子及压力感受因子得分均较高)及压力型(动力感受因子得分低,压力感受因子得分高)。相关性分析发现,在学习效能感方面,平衡型研究对象的学习效能感与考试成绩及班级排名2个指标均呈正相关(P<0.05);在教师关怀行为方面,动力型研究对象的教师关怀行为与学习效能感呈正相关(P<0.05),平衡型研究对象的教师关怀行为与其考试成绩及学习效能感均呈正相关(P<0.05)。而总体上,压力型研究对象的教师关怀行为与其学习效能感、考试成绩及班级排名均无显著相关(P>0.05)。中介作用分析结果发现,学习效能感在教师关怀行为对考试成绩的预测中起完全中介作用。对于动力型研究对象,教师关怀行为可预测其学习效能感,但不能进一步预测其考试成绩;对于平衡型研究对象,教师关怀行为可通过学习效能感影响其考试成绩;对于压力型研究对象,教师关怀行为对其学习效能感及考试成绩没有预测作用。结论教师关怀行为虽然在总体上可对高中生产生积极影响,但教师还需要注意学生之间的个体差异及学生对教师关怀行为的具体理解,反思自己的教育教学,减少师生互动中的误解,从而将关怀行为转化为所有高中生学习及成长的动力。

Objective To investigate the difference in the high-school students′ understanding of teachers′ caring behavior, and evaluate its effects on the learning efficacy and academic performance of these students. Methods Based on the method of convenience sampling, a total of 259 high-school sophomores participated in this survey. The Teachers′ Caring Behavior Questionnaire, Learning Efficacy Questionnaire, and Perceived Stress and Motivation Questionnaire were administered;and then, data were collected and statistically analyzed. Results According to the perceived stress and motivation from teachers′ caring behavior, these students were divided into motivation-dominant type (high perceived motivation score, but low perceived stress score), balanced type (high perceived motivation score, and high perceived stress score), and stress-dominant type (low perceived motivation score, but high perceived stress score). The correlation analysis showed that, learning efficacy of balanced type students was positively correlated with both exam results and class rankings ( P <0.05);teachers′ caring behavior was positively correlated with learning efficacy in motivation-dominant type students ( P <0.05);teachers′ caring behavior was positively correlated with both exam results and learning efficacy in balanced type students ( P <0.05). In stress-dominant type students, however, teachers′ caring behavior was not correlated with learning efficacy, exam results or class rankings ( P >0.05). The analysis of mediation effect revealed that, learning efficacy had a complete mediating effect on the prediction of exam results by teachers′ caring behavior;in motivation-dominant type students, teachers′ caring behavior could predict learning efficacy but not exam results;in balanced type students, teachers′ caring behavior could influence exam results via learning efficacy;in stress-dominant type students, teachers′ caring behavior was not predictive of learning efficacy or exam results. Conclusion Although teachers′ caring behavior has an overall positive effect on high-school students, it is important to pay attention to the individual difference among students and their specific understandings of teachers′ caring behavior, reconsider our own education and teaching practice, avoid misunderstandings in teacher-student interactions, and thus transform our caring behavior into motivation for learning and growth for high-school students.