小学生客观课业负担对主观课业负担的影响:学习态度的调节作用

The Impact of Primary School Students' Objective Academic Burdens on Their Subjective Academic Burdens:The Adjustment of Their Academic Attitudes

减负是我国基础教育议题中长期关注的热点问题,但注重"减量"的改革实践并未取得让人满意的效果。探究客观课业负担对学生主观课业负担的影响机制有助于改进和制定相关政策。本研究以8730名小学六年级学生为被试,采用问卷调查法,考察了小学生主观课业负担、客观课业负担及学习态度、学业成绩等相关因素的关系。结果发现:(1)男女在客观课业负担上没有差异,但男生的主观课业负担显著高于女生。(2)学业成绩对主观课业负担具有负向预测作用。(3)在控制了性别、学习意志力、学习态度、师生关系和学业成绩后,客观课业负担对主观课业负担有正向预测作用。(4)学习态度在客观课业负担与主观课业负担之间发挥调节作用,转变学生的学习态度是促进减负的有效途径之一。

burden reduction is a hot topic which has attracted long-term attention in China＇s basic education, but the reform stressing the ＂quantity reduction＂ of academic burdens has failed to achieve satisfactory results. Exploring the impact of objective academic burdens on subjective academic burdens helps to improve rel- evant policies. This study, based on a survey of 8730 sixth-year primary school students with a questionnaire, aims to probe into primary school students＇ subjective academic burdens and objective academic burdens, and their relationship with primary school students＇ learning attitudes, academic performance and other related fac- tors. The results show the following： （1） There was no difference between the boys and the girls in their objective academic burdens, but the boys showed significantly more subjective academic burdens than the girls; （2） their academic performance could help negatively predict their subjective academic burdens; （3） with their gender, academic volition, learning attitudes, teacher-student relationship and academic performance controlled, their ob- jective academic burdens could help positively predict their subjective academic burdens; and （4） their academic attitudes mediated between their objective academic burdens and their subjective academic burdens, indicating that the change of their academic attitudes was one of the effective ways to reduce their academic burdens.