高中生学习力对学业成绩的影响:教师支持的调节作用

Impact of senior high school students'learning power on academic performance:The moderating effect of teacher support

目的:以教师支持作为调节变量考察高中生学习力对学业成绩的影响。方法:在控制无关变量后,采用高中生学习力量表和教师支持量表对787名高中生进行施测。结果:高中生的学习力与学业成绩呈显著正相关(r=0.461,P<0.01),教师的学习支持、情感支持以及能力支持与学业成绩的相关不显著。进一步假设检验发现,高中生学习力对学业成绩起正向影响作用(β=0.469,t=14.751,P<0.001)。从二级维度来看,学习方法运用力(β=0.304,t=6.075,P<0.001)、学习态度调控力(β=0.253,t=5.781,P<0.001)以及学习自控力(β=0.195,t=4.992,P<0.001)对学业成绩起显著正向影响作用,提问互惠力对学业成绩的影响作用不显著。调节作用显示,教师的学习支持(β=0.395,t=2.339,P<0.05)、情感支持(β=0.400,t=2.891,P<0.01)、能力支持(β=0.402,t=2.994,P<0.01)在学习力与学业成绩之间起正向的调节作用。结论:①高中生学习力中的学习方法运用力、学习态度调控力、学习自控力均对学业成绩具有显著的正向影响作用,但提问互惠力对学业成绩的影响作用不显著;②高中生感知教师的学习支持、情感支持和能力支持在学习力与学业成绩之间均起正向调节作用。

Objective:This study uses teacher support as a moderating variable to investigate the impact of senior high school students'learning power on academic performance.Methods:After controlling irrelevant variables,the 787 senior high school students were investigated by using the learning power questionnaire of senior high school students and the teacher support questionnaire.Results:The study found that the learning power was positively correlated with academic performance(r=0.461,P<0.01),while the teachers'learning support,the emotion support and the ability support were not correlaied with it.Further hypothesis testing found that the learning power had a positive effect on their academic performance(β=0.469,t=14.751,P<0.001).From the secondary dimension,the ability to implement methodology(β=0.304,t=6.075,P<0.001),the ability to moderate attitudes(β=0.253,t=5.781,P<0.001)and the ability to self-control(β=0.195,t=4.992,P<0.001)had a positive effect on academic performance,and the effect of the ability to reciprocate questions was not significant.The moderating effect showed that the teachers'learning support(β=0.395,t=2.339,P<0.05),the emotion support(β=0.400,t=2.891,P<0.01)and the ability support(β=0.402,t=2.994,P<0.01)played a positive moderating role between learning power and academic performance.Conclusion:①The ability to implement methodology,the ability to moderate attitudes and the ability to self-control have significantly positive impacts on academic performance,but the ability to reciprocate questions is not significant;②The teachers'learning support,the emotional support and the ability support play a positive moderating role between learning power and academic performance.