师生关系对留守儿童学习投入的影响:有调节的中介模型

The Relationship Between Teacher-Student Relationship and Academic Engagement of Left-Behind Children: A Moderated Mediation Analysis

为探讨师生关系对留守儿童学习投入的影响及作用机制,采用师生关系量表、同伴友谊质量量表、领悟社会支持量表和学习投入量表对2206名留守儿童进行调查。结果表明:(1)师生关系正向预测留守儿童的学习投入;(2)领悟社会支持在师生关系与留守儿童的学习投入之间起中介作用;(3)同伴友谊质量调节了师生关系对留守儿童学习投入中介过程的前半路径、后半路径和直接路径。该研究结果对提高留守儿童学习投入具有一定的理论和实践价值。

This study aimed to explore the relationship between teacher-student relationship and academic engagement of left-behind children, and to examine the mediating effect of perceived social support and the moderating effect of peer friendship quality. A total of 2206 left-behind children completed a set of questionnaires including Student-Teacher Relationship Scale, Friendship Quality Scale, Perceived Support Scale, and Academic Engagement Scale. The results showed that: 1) Teacher-student relationship directly predicted left-behind children’s academic engagement. 2) Teacher-student relationship indirectly predicted left-behind children’s academic engagement through perceived social support. 3) The direct effect of teacher-student relationship on academic engagement and the path from teacher-student relationship to perceived social support, and the path from perceived social support to academic engagement were all moderated by friendship quality.