感知的父母及教师支持与学生STEAM学习的持续性动机:学习兴趣和自我效能感的多重中介作用

The Effects of Perceived Parent and Teacher Support on Continuing Motivation for STEAM Education:The Mediating Roles of Learning Interest and Self-Efficacy

基于PISA2015年中国四省市数据,探讨了感知的父母和教师支持、STEAM学习兴趣及自我效能感对学生STEAM学习的持续性动机的影响。结果发现:感知的父母和教师支持显著地正向预测STEAM学习兴趣和自我效能感;STEAM学习兴趣和自我效能感在感知的父母支持和持续性动机间起完全中介作用,而在感知的教师支持与持续性动机间起部分中介作用。研究拓展了STEAM教育下学习动机的研究范围,为后续增强学生STEAM学习的持续性动机提供了相应的参考。

The goal of current study was to investigate the effects of learning interest,self-efficacy,and perceived parent and teacher supports on students’continuing motivation for science,technology,engineering,art,and mathematics(STEAM)education.A total of 7426 students were adopted from the 2015 Program for International Student Assessment B-S-J-G(Beijing,Shanghai,Jiangsu,and Guangdong)samples.The results showed that:1)Both perceived parent support and teacher support significantly predicted students’learning interest and self-efficacy;in addition,perceived teacher support also significantly predicted students’STEAM continuing motivation.2)Students’learning interest and self-efficacy had significant positive effects on students’STEAM continuing motivation.3)Learning interest and self-efficacy played complete mediating roles between perceived parent support and STEAM continuing motivation while playing partial mediating roles between perceived teacher support and STEAM continuing motivation.