父母和教师支持与小学生学业成绩的关系:自我调节学习的中介作用

The Relationship between Parental and Teachers' Support and Academic Achievements in Primay School Students:the Mediating Role of Self-Regulated Learning

父母和教师支持、自我调节学习是促进学生取得学业成功的重要影响因素。研究旨在探讨父母与教师支持与小学生学业成绩的关系,以及自我调节学习在父母支持、教师支持与学业成绩关系之间的作用。对600名小学生进行问卷调查,结果发现:(1)小学生感知到的父母支持、教师支持、自我调节学习总分及元认知策略、认知策略、内在动机、自我效能等各维度与其学业成绩之间存在显著的正相关;(2)小学生感知到的父母支持、教师支持对其学业成绩、自我调节学习有显著的正向预测作用,教师支持对学业成绩和自我调节学习的预测作用均大于父母支持;自我调节学习对学业成绩有显著的正向预测作用。(3)自我调节学习在父母支持、教师支持与学业成绩的关系之间起完全中介作用。结论:小学生获得的父母支持和教师支持越多其学业成绩越好,小学生的父母与教师支持通过影响自我调节学习进而促进其学业成绩提升。

Parental and teachers＇ support, self-regulated learning are important factors to improve students＇ academic achieve-ments. The purpose of the study was to explore the relationship between parental supports, teachers’ support ,and academic achievements of primary school students, and to explore the role of self-regulated learning in the relationship between paren-tal supports, teachers’ support with academic achievements. 600 primary school students were investigated by question-naire, the results indicated that： （1） there was a significant positive correlation between students’ perceptions of parental supports and teachers’ support,the total scores of self-regulated learning and metacognitive strategies,cognitive strategies, intrinsic motivation, self-efficacy dimensions and their academic achievements. （2） Students, perceptions of parental sup-ports and teachers, support had a positive predictive effect on their academic achievements and their self-regulated learning; the predictive effect of teachers, support on academic performance and self-regulated learning was greater than the support of parents; self-regulated learning of primary school students had a positive predictive effect on their academic achievements. （3） Self-regulated learning plays a complete mediating role in the relationship between parental supports, teachers’ support, and academic achievements.