教师支持与中学生学业拖延的关系:有调节的中介模型

The Relationship between Teacher Support and Middle School Students’ Academic Procrastination:Moderated Mediation Mode

目目的的:探讨教师支持对中学生学业拖延的影响机制。方法:采用感知教师支持行为问卷、积极心理资本问卷、学业拖延问卷调查了729名中学生。结果:教师支持能显著预测心理资本和学业拖延;心理资本在教师支持各维度与学业拖延之间起部分中介作用;学习支持的前半段和直接路径、情感支持的直接路径、能力支持的前半段路径均受到学段的调节。结论:心理资本部分中介了教师支持各维度对学业拖延的影响,且初中生比高中生受到的影响更大。

Objective:To explore the influence mechanisms of teachers’ support on academic procrastination of middle school students. Methods:A total of 729 middle school students were investigated with the questionnaires of Perceived Teacher Support Behavior,Positive Psychological Capital and Academic Procrastination. Results:Teachers’ support significantly predicted psychological capital and academic procrastination;psychological capital partially mediated the relationship between the dimensions of teachers’ support and academic procrastination;the first half and direct path of learning support,the direct path of emotional support,and the first half path of ability support were all regulated by learning period. Conclusion:Psychological capital partially mediated the influence of the dimensions of teacher support on academic procrastination,and junior high school students were more affected than senior high school students.