教师支持与初中生学习投入的关系——学业自我概念和学业自我效能感的链式中介效应

The Relationship between Teacher Support and Middle School Student Engagement--The Chain Mediating Effect of Academic Self-Concept and Academic Self-Efficacy

为探讨教师支持、学业自我概念、学业自我效能感和初中生学习投入之间的关系,研究采用教师支持量表、学业自我概念量表、学业自我效能感量表和学习投入量表对666名初中生进行调查。结果显示:(1)教师支持与学习投入显著正相关,教师支持显著正向预测初中生学习投入;(2)学业自我概念和学业自我效能感在教师支持与初中生学习投入之间不仅起单独中介作用,还起链式中介作用。

In order to explore the relationship among teacher support,academic self-concept,academic self-efficacy and junior high school learning engagement,666 junior high school students were investigated with teacher support scale,academic self-concept scale,academic self-efficacy scale and student engagement scale.The results show that:(1)There is a significant positive correlation between teacher support and student engagement,and teacher support positively predicts junior high school student engagement;(2)Academic self-concept and academic self-efficacy not only play an independent intermediary role between teachers'support and junior high school students engagement,but also play a chain intermediary role.