摘要
为考察教师支持对西藏藏族初中生学业自我概念的作用及影响机制,研究采用教师支持量表、学业自我概念量表、心理弹性量表和幸福感量表对西藏自治区666名藏族初中生进行调查。研究结果发现,教师支持对藏族初中生学业自我概念的直接影响不显著;心理弹性在教师支持与藏族初中生学业自我概念之间起完全中介作用;幸福感调节了心理弹性与学业自我概念的关系。进一步分析发现,当藏族初中生幸福感水平高于2.37时,幸福感才能调节心理弹性与学业自我概念的关系。
In order to investigate the effect and mechanism of teacher support on Tibetan adolescent academic self-concept,a total of 666 Tibetan junior middle-school students in Tibet autonomous region were investigated by using teacher support scale,academic self-concept scale,psychological resilience scale and well-being scale.The results show that the direct in-fluence of teacher support on Tibetan adolescent academic self-concept is not significant,the relationship between teacher support and Tibetan adolescent academic self-concept was completely mediated by psychological resilience.Well-being moderated the relationship between psychological resilience and academic self-concept.When the well-being level of Tibet-an adolescents is higher than 2.37,the positive moderating effect of resilience on academic self-concept is significant.
作者
纪春梅
冯帮
赵慧
JI Chun-mei;FENG Bang;ZHAO Hui(School of Education,Tibet University,Lhasa,Tibet,850000,China;School of Educational Science,Guangdong Polytechnic Normal University,Guangzhou,Guangdong,510665,China;School of Education,Wuhan University,Wuhan,Hubei,430072,China)
出处
《教师教育研究》
北大核心
2023年第3期58-65,共8页
Teacher Education Research
基金
2021年度国家社科基金西部项目(21XMZ027)。
关键词
教师支持
学业自我概念
心理弹性
幸福感
teacher support
academic self-concept
psychological resilience
well-being
