文化价值观与中小学生学习质量的关系:有调节的中介模型

The Relationship Between Cultural Values and Learning Quality of Primary and Secondary School Students:A Moderated Mediation Model

以广东省2159名中小学生为调查对象,采用霍夫斯泰德文化维度量表、学习投入量表、中学生自我管理量表等工具探讨影响学生学习质量的深层机制。通过数据分析发现,文化价值观对中小学生的学习质量有重要影响,且学习投入发挥中介作用,而时间管理能力在中介作用的前半段起调节作用,进而形成有调节的中介模型。研究的主要结论:文化价值观通过学习投入间接预测学习质量,学习投入在文化价值观与学习质量之间起中介作用,时间管理能力调节了文化价值观通过学习投入影响学习质量的前半段路径。此中介模型阐释了学生的文化价值观塑造在教育教学中的重要性,研究结论能为通过文化价值观提高学习质量的干预方案提供理论依据。

Taking a total of 2 159 primary and secondary students in Guangdong province as survey objects, this study used Hofstede Cultural Dimension Scale, Learning Engagement Scale,Self-management Scale for Middle School Students as assessment tools to discuss the deep mechanism that affects students’ learning quality. Through data analysis, it is found that cultural values have an important impact on the learning quality of primary and secondary students.Moreover, learning engagement plays a mediating role, while time management ability moderates in the first half of the mediating role. Thus, a moderated mediation model is formed through all of the above. The main conclusions of this study are as follows: cultural values indirectly predict learning quality through learning engagement, learning engagement plays a mediating role between cultural values and learning quality, and time management ability moderates the first half of the path in which cultural values affect learning quality through learning engagement. This mediation model explained the importance of shaping students’ cultural values in education and teaching. The research conclusions can provide a theoretical basis for an intervention program to improve learning quality through cultural values.