外来工子女学习动机的提升路径:感知教师正义视角

Understanding Learning Motivation among Children of Migrant Workers from the Perspective of Teacher Justice: Psychological Mechanism and Action Strategies

本研究探讨外来工子女感知的教师正义对其学习动机的预测作用,以及学业控制感和求学无意义感在其中的中介作用。泉州市某公立外来工子弟学校小学部和初中部的181名4-8年级学生参与研究,完成自我报告的教师正义、学业控制感、求学无意义感和学习动机的测量。结果表明,感知的教师程序正义和信息正义均正向预测学习动机,学业控制感在该效应中起完全中介作用,求学无意义感起部分中介作用;感知的教师分配正义对学习动机无显著预测作用,但可正向预测学业控制感并负向预测求学无意义感。因此,在公立外来工子弟学校,教师程序正义和信息正义既可直接促进学生的学习动机,也会通过提高学业控制感和降低求学无意义感间接促进学生的学习动机。在探明上述心理机制的基础上,本研究根据教师正义的概念性定义和操作性定义,提出促进教师正义进而提升学生学习动机的行动策略。

This study aimed to examine the effect of perceived teacher justice on learning motivation among children of migrant workers, and the mediation roles of academic control and meaninglessness. 181 4-8 graders from a public school specialized for children of migrant workers participated in the study and completed the measures of perceived teacher justice, academic control, meaninglessness, and learning motivation. Results showed that positive perception of teacher procedural and informational justice predicted learning motivation, and this effect was fully mediated by academic control and partially mediated by meaninglessness. Perceived teacher distributive justice failed to predict learning motivation, but it positively predicted academic control and negatively predicted meaninglessness. Therefore, teacher procedural and informational justice affect students’ learning motivation both directly and indirectly through the mediation of academic control and meaninglessness in the public school specialized for children of migrant workers. Furthermore, according to the conceptual and operational definitions of teacher justice, the present study proposed action strategies aiming at promoting teacher justice and students’ learning motivation.