中学生人际关系对学习投入的影响机制研究

Impact of Interpersonal Relationships on the Academic Engagement of Middle School Students

目的:探讨人际关系对学习投入的影响机制。方法:采用亲子亲和问卷、校园人际关系体验量表、自尊量表和学习投入量表对1028名中学生进行集体施测。结果:(1)亲子关系、师生关系、同学关系、自尊与学习投入两两呈显著正相关;(2)亲子关系既直接影响学习投入,还通过自尊、师生关系的中介作用间接影响学习投入;(3)同学关系既直接影响学习投入,还通过自尊的中介作用间接影响学习投入;(4)师生关系既直接影响学习投入,还通过同学关系和自尊的链式中介作用间接影响。结论:三类人际关系均能显著正向预测中学生学习投入,自尊在同学关系、亲子关系与学习投入之间起中介作用,师生关系在亲子关系与学习投入之间起中介作用,同学关系和自尊在师生关系与学习投入之间起链式中介作用。

Objective： To explore the influence mechanism of interpersonal relationships on the academic engagement of middle school students. Methods： A sample of 1028 middle students were asked to complete the Family Adaption and Cohesion Evaluation Scale, Experience of Campus Personal Relationship Scale, Self-Esteem Scale and Utrecht Work En- gagement Scale-student Scale. Results： （1）The relationships between each pair of parent-children communication, teach- er-student relationship, classmate relationship as well as academic engagement were significantly positive; （2）teaeher-stu- dent relationship and self-esteem played a partial mediating effect between Parent-children communication and academic engagement; （3）self-esteem played a partial mediating effect between Classmate relationship and academic engagement; （4） classmate relationship and self-esteem exerted a chain mediating role between Teacher-student relationship and academic engagement. Gonclusion： The three types of relationship are positive related with academic engagement, self-esteem is a mediator in the association among parent-children communication, classmate relationship and academic engagement, teach- er-student relationship is a mediator in the association between parent-children communication and academic engagement, classmate relationship and self-esteem exert a chain mediating effect on the relationship between teacher-student relation- ship and academic engagement.