感知教师情感支持对初中生学习幸福感的影响:有调节的中介模型

Impact of Perceived Teacher Emotional Support on Junior Middle SchoolStudents'Academic Well-being:A Mediated Model with Moderation

采用中学生感知教师情感支持问卷、积极心理资本问卷和初中生学习主观幸福感量表,对716名初中生进行测查,探讨初中生感知教师情感支持对学习幸福感的预测作用。结果显示:感知教师情感支持、积极心理资本与学习幸福感三者之间均显著正相关;积极心理资本及其各维度在感知教师情感支持与学习幸福感之间发挥部分中介作用;性别在积极心理资本影响学习幸福感的这一中介过程的后半段起到调节作用,在初中男生群体中,积极心理资本对其学习幸福感的正向预测作用更强。建议增强教师情感支持,培养学生积极心理资本,关注学生性别差异,对不同年级要“因年级制宜”,提供有针对性的指导。

A total of 716 junior middle school students were investigated by using the perceived teacher emotional support questionnaire,positive psychological capital questionnaire,and learning subjective well-being scale,to explore the relationship between perceived teacher emotional support and junior middle school students'academic well-being.The results showed a positive correlation between perceived teacher emotional support,positive psychological capital and academic well-being.Moreover,positive psychological capital plays a partial mediating role between teacher perceived emotional support and students'academic well-being.Gender plays a moderating role in the latter half of the mediating process of positive psychological capital's influence on academic well-being.A stronger prediction effect of positive psychological capital on academic well-being was seen in the boys of junior middle schools.It thus suggests that we should enhance teacher emotional support,cultivate positive psychological capital,pay great attention to students'gender differences,give targeted guidance in accordance with students'need in different grades.