初中生班级环境与学习投入在感知教师情感支持对学业自我概念影响中的链式中介作用

Chain mediating effect of classroom environment and learning engagement on perceived teacher emotional support and academic self-concept of junior middle school students

目的探讨初中生感知教师情感支持对学业自我概念的影响及班级环境和学习投入在其中的链式中介作用.方法2020年12月-2021年2月采用感知教师情感支持问卷、学业自我概念问卷、班级环境问卷和学习投入量表对唐山市某中学286名初中生进行问卷调查,并对数据进行分析.结果初中生感知教师情感支持得分为(75.38±14.26)分,班级环境得分为(142.78±16.91)分,学习投入得分为(57.97±10.20)分,学业自我概念得分为(73.29±15.29)分.初中生感知教师情感支持、班级环境、学习投入和学业自我概念之间均呈正相关(r=0.308~0.668,均P<0.01).感知教师情感支持可以直接预测学业自我概念(效应值为0.163,占总效应的35.75%),也可以通过班级环境的中介作用间接预测学业自我概念(效应值为0.140,占总间接效应的47.78%),还可以通过班级环境和学习投入的多重中介作用预测学业自我概念(效应值为0.107,占总间接效应的36.52%).结论感知教师情感支持可以直接影响学业自我概念,还可以通过班级环境的中介作用及班级环境和学习投入的链式中介作用间接对学业自我概念产生影响.

Objective To explore the influence of perceived teacher emotional support on academic self-concept of junior middle school students and the chain mediating effect of class environment and learning engagement between them. Methods From December 2020 to February 2021,286 junior middle school students from a middle school in Tangshan City were surveyed by the perceived teacher emotional support questionnaire,academic self-concept questionnaire,class environment questionnaire and learning engagement scale,and the data were analyzed. Results The scores of perceived teacher emotional support,class environment,learning engagement and academic self-concept in junior middle school students were(75.38±14.26),(142.78±16.91),(57.97 ±10.20) and(73.29 ±15.29)points,respectively. There were positive correlations among perceived teacher emotional support,class environment,learning engagement and academic self-concept in junior middle school students(r=0.308-0.668,all P<0.01). The perceived teacher emotional support directly predicted the academic self-concept(the effect value was 0.163,accounting for 35.75% of the total effect),and indirectly predicted the academic self-concept through the mediating effect of class environment( the effect value was 0. 140, accounting for 47.78% of the total indirect effect),and predicted the academic selfconcept through the multiple mediating effects of class environment and learning engagement(the effect value was 0.107,accounting for 36.52% of the total indirect effect). Conclusion The perceived teacher emotional support can directly influence academic self-concept,and it can also indirectly influence academic self-concept through the mediating effect of class environment and the chain-mediating effect of class environment and learning engagement.