生师互动对高职学生自主学习能力影响的实证研究——基于家庭教养方式异质性视角

An Empirical Study on the Impact of Student-Teacher Interactions on Autonomous Learning Ability of Higher Vocational College Students——From the Perspective of Heterogeneity of Family Parenting Patterns

基于家庭教养方式异质性视角,依据对江苏省高职院校学生开展抽样跟踪调查获得的2730份调研数据,实证分析了学习性生师互动和社会性生师互动对高职学生自主学习能力的影响,及其对不同家庭教养方式下成长的高职学生自主学习能力影响的异质性。研究发现:首先,学习性生师互动和社会性生师互动对高职学生的自主学习能力具有显著正向影响;其次,生师互动对高职学生自主学习能力影响的显著性视高职学生的家庭教养方式而定,对于在情感温暖型家庭教养方式下成长的高职学生,学习性生师互动对其自主学习能力的影响更为显著,而对于在过度保护型和拒绝型家庭教养方式下成长的高职学生,社会性生师互动对其自主学习能力的影响更为显著。

Based on the perspective of heterogeneity of family parenting patterns,and utilizing data obtained from a sample tracking survey of 2730 vocational college students in Jiangsu Province,this paper empirically analyzes the impact of academic student-teacher interactions and social student-teacher interactions on vocational college students'autonomous learning ability,as well as the heterogeneity of their impact on autonomous learning ability of vocational college students growing up under different family parenting patterns.The research findings are as follows:Firstly,academic student-teacher interactions and social student-teacher interactions have a significant positive impact on vocational college students'autonomous learning ability;Secondly,the significance of the impact of student-teacher interactions on vocational college students'autonomous learning ability varies with their family parenting patterns.For vocational college students who grow up under emotional-warmth family parenting patterns,academic student-teacher interactions have a more significant impact on their autonomous learning ability,whereas for those raised under over-protection and rejection family parenting patterns,social student-teacher interactions have a more significant impact on their autonomous learning ability.