体认的教师支持对城乡结合区高中生学习投入的影响研究——基于学生自尊-心理弹性的链式中介效应分析

A Study of the Influence of Recognized Teacher Support on High School StudentsLearning Engagementin Urban-rural Transitional Area:An Analysis of the Chain Mediating Effect Based on StudentsSelf-esteem-Psychological Resilience

基于东北三省三市278名城乡结合区高中生的调查数据,从学生视角,研究体认的教师支持对高中生学习投入的影响及作用机制。研究发现:(1)当不考虑学生自尊、心理弹性时,体认的教师支持对学习投入有直接正向预测作用;(2)当考虑学生自尊、心理弹性时,体认的教师支持不仅能直接正向预测学习投入,而且可以通过学生自尊、心理弹性和学生自尊-心理弹性的中介作用间接正向预测学习投入。为了更好地发挥体认的教师支持对高中生学习投入的促进作用,提出教师需要摸清高中生认同的一般性教师支持方式和偏爱的教师支持方式、帮助高中生提高自尊水平及增强心理弹性、鼓励高中生积极向教师反馈所体认的教师支持等建议。

Based on survey data from 278 high school students in urban-rural transitional area in three provinces and three cities in Northeast China,this paper studies the influence and mechanism of recognized teacher support on high school studentslearning engagement from the perspective of students.The findings are as follows:(1)When studentsself-esteem and psychological resilience are not taken into account,recognized teacher support has a di-rect positive predictive effect on learning engagement;(2)When considering studentsself-esteem and psychological resilience,recognized teacher support can not only directly and positively predict learning engagement,but also indirectly and positively predict learning engagement through the mediating effects of studentsself-esteem,psychological resilience and self-esteem-psychological resilience.In order to better play the role of recognized teacher support in promoting the learning engagement of high school students,it is proposed that teachers need to find out the general teacher support methods and preferred teacher support methods recognized by high school students,help high school students improve their self-esteem level and enhance psychological resilience,encourage high school students to actively feedback the recognized teacher support to teachers and other suggestions.