教师支持与中职生成就目标的关系:有调节的中介模型

The Relationship Between Teacher Support and Achievement Goal of Secondary Vocational Students' Goals: a Moderated Mediation Model

为探究学业自我效能感在中等职业院校学生所感知的教师支持与其成就目标之间的中介作用,以及学业消极元刻板印象在上述中介路径中的调节作用,对2000名在校中职生进行问卷调查。研究发现,教师支持对中职生成就目标具有正向预测作用;学生学业自我效能感是教师支持与成就目标之间关系的中介变量;消极学业元刻板印象在学业自我效能感、教师支持与成就目标关系中的调节作用,表现在教师支持以学业自我效能感为中介影响成就目标的间接效应的前后过程中。应完善“双轨联合”的多元合作机制,加强教师的支持意愿与能力;创设“质量为本”的教育教学环境,增强学生学业自我效能感;促进“自信光荣”的职业教育身份认同,阻抗学业消极元刻板印象的威胁效应。

To investigate the mediating role of academic self-efficacy in the perceived teacher support and achievement goals of secondary vocational college students,as well as the moderating role of negative academic stereotypes in the aforementioned mediating pathways,a questionnaire survey was conducted on 2,000 secondary vocational college students.Research has found that teacher support has a positive predictive effect on the achievement of vocational school goals;student academic self-efficacy is a mediating variable between teacher support and achievement goals;the moderating role of negative academic stereotypes in the relationship between academic self-efficacy,teacher support,and achievement goals is reflected in the indirect effects of teacher support on achievement goals mediated by academic self-efficacy.Therefore,it is suggested to improve the multi-cooperation mechanism of the“dual track combination”and strengthen teachers'support willingness and ability;create a“quality-oriented”education and teaching environment to enhance students'academic self-efficacy;promote the“confident and glorious”vocational education identity,and resist the threat effect of negative academic stereotypes.