农村小学生学习适应性发展:基于教师关怀的视角

Academic Adjustment Development of Rural Primary Students:Based on Teacher Care

学习适应性是终身学习时代个体应具备的核心素养。对鄂东南2650名4—6年级小学生的学习适应性、心理资本和教师关怀的测量研究发现,农村小学生的教师关怀、心理资本和学习适应性存在性别与年级差异,留守与否没有显著性差异;教师关怀可以正向预测农村小学生学习适应性的发展,心理资本在农村小学生教师关怀与学习适应性之间有中介效应。教师关怀既可以直接促进农村小学生的学习适应性的发展,也可以通过心理资本间接作用于农村小学生的学习适应性发展。

Academic Adjustment is the core quality that individuals should have in the era of lifelong learning.This paper measures the Academic Adjustment,psychological capital,and teacher care of 2650 rural primary students from grades four to six in southeast Hubei province.It is found that there are gender and grade differences in teacher care,psychological capital,and Academic Adjustment of rural students,but there is no significant difference whether they are left-behind children.Teacher care can positively predict the development of Academic Adjustment of rural pupils,and psychological capital has a mediating effect between teacher care and Academic Adjustment of rural pupils.Teacher care can directly promote the development of rural pupils’Academic Adjustment and indirectly affect the development of rural pupils’Academic Adjustment through psychological capital.