中学生领悟教师情感支持对学习倦怠的影响:有中介的调节效应
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摘要
目的:探讨中学生领悟教师情感支持对学习倦怠的影响及学习动机的调节作用与学业自我效能感的中介作用。方法:采用领悟教师情感支持问卷、学习倦怠问卷、学习动机量表、学业自我效能感问卷对1200名中学生进行调查,回收有效问卷1028份。结果:领悟教师情感支持负向影响学习倦怠,学习动机在领悟教师情感支持与学习倦怠之间起调节作用,学业自我效能感在领悟教师情感支持与学习倦怠之间起中介作用,学习动机的调节效应通过学业自我效能感的中介效应发挥作用。结论:领悟教师情感支持、学习倦怠、学习动机、学业自我效能感四个变量之间的关系是有中介的调节效应。
Objective: To explore the impact of perceived teachers' emotional support on learning burnout, and the moderation role of learning motivation, the mediation role of academic self-efficacy. Methods: 1200 middle school students were tested by perceived teachers' emotional support questionnaire, learning burnout questionnaire, individual-oriented achievement motive scale, academic self-efficacy questionnaire, and 1028 valid questionnaires were obtained. Results:Perceived teachers' emotional support negatively predicted learning burnout, and learning motivation moderated the effect of perceived teachers' emotional support on learning burnout. Moreover, academic self-efficacy mediated the effect of perceived teachers' emotional support on learning burnout, and the moderation effect of learning motivation was mediated by academic self-efficacy. Conclusion: The relationship of perceived teachers' emotional support, learning burnout, learning motivation, academic self-efficacy is a mediated moderation effect.
Objective: To explore the impact of perceived teachers' emotional support on learning burnout, and the moderation role of learning motivation, the mediation role of academic self-efficacy. Methods: 1200 middle school students were tested by perceived teachers' emotional support questionnaire, learning burnout questionnaire, individual-oriented achievement motive scale, academic self-efficacy questionnaire, and 1028 valid questionnaires were obtained. Results:Perceived teachers' emotional support negatively predicted learning burnout, and learning motivation moderated the effect of perceived teachers' emotional support on learning burnout. Moreover, academic self-efficacy mediated the effect of perceived teachers' emotional support on learning burnout, and the moderation effect of learning motivation was mediated by academic self-efficacy. Conclusion: The relationship of perceived teachers' emotional support, learning burnout, learning motivation, academic self-efficacy is a mediated moderation effect.
引文
1吴艳,戴晓阳,温忠麟,等.青少年学习倦怠量表的编制.中国临床心理学杂志,2010,18(2):152-154
2 Singh-Manoux A,Marmot MG,Adler NE. Does subjective social status predict health and change in health status better than objective status? Psychosomatic Medicine,2005,67(6):855-861
3 高冬东,李晓玉,乔红晓.中学生领悟教师情感支持问卷的编制.中国临床心理学杂志,2017,25(1):111-115
4 陈彦垒,郭少阳.初中生感知教师支持行为对学业成就的影响:有中介的调节效应.中国临床心理学杂志,2016,24(2):332-337
5 陈维,赵守盈,韩会芳,等.高中生社会支持、学业自我效能感与学习倦怠的关系.教学与管理,2016,2:70-73
6 焦璨,吴换杰,黄玥娜,等.网络自相关模型在心理学研究中的应用—以同群效应、学习动机对青少年学业表现的影响为例.心理学报,2014,46(12):1933-1945
7 庄鸿娟,刘儒德,刘颖,等.中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用.心理发展与教育,2016,32(3):317-323
8 叶宝娟,符皓皓,杨强,等.教师关怀行为对青少年网络成瘾的影响:领悟社会支持与学业自我效能感的链式中介效应.中国临床心理学杂志,2017,25(6):1168-1170
9 石雷山,高峰强,王鹏,等.成就目标定向对学习倦怠的影响:学业自我效能的中介作用.心理科学,2012,35(6):1393-1397
10 叶宝娟,郑清,孙庆民,等.社会支持与高考焦虑的关系:一个有调节的中介模型.中国临床心理学杂志,2016,24(3):527-530
11 梁宇颂.大学生成就目标、归因方式与学业自我效能感的关系.武汉:华中师范大学,2000
12 胡俏,戴春林.中学生学习倦怠结构研究.心理科学,2007,30(1):162-164
13 余安邦,杨国枢.社会取向成就动机与个我取向成就动机:概念分析与实证研究.中央研究院民族与研究所集刊,1989,64:51-98
14 叶宝娟,温忠麟.有中介的调节模型检验方法:甄别和整合.心理学报,2013,45(9):1050–1060
15 Hayes AF. Introduction to mediation,moderation,and conditional process analysis:A regression-basedapproach. New York:Guilford Press,2013
16 Mahmoud JSR,Staten R,Lennie TA,et al. The relationships of coping,negative thinking,life satisfaction,social support,and selected demographics with anxiety of young adult college students. Journal of Child and Adolescent Psychiatric Nursing,2015,28(2):97-108
17 Bandura A. Self-efficacy:toward a unifying theory of behavioral change. Psychological Review,1977,84(2):191-215
18 黎志华,尹霞云.社会支持对大学生希望的影响机制:自尊和自我效能感的中介作用.心理发展与教育,2015,31(5):610-617
2 Singh-Manoux A,Marmot MG,Adler NE. Does subjective social status predict health and change in health status better than objective status? Psychosomatic Medicine,2005,67(6):855-861
3 高冬东,李晓玉,乔红晓.中学生领悟教师情感支持问卷的编制.中国临床心理学杂志,2017,25(1):111-115
4 陈彦垒,郭少阳.初中生感知教师支持行为对学业成就的影响:有中介的调节效应.中国临床心理学杂志,2016,24(2):332-337
5 陈维,赵守盈,韩会芳,等.高中生社会支持、学业自我效能感与学习倦怠的关系.教学与管理,2016,2:70-73
6 焦璨,吴换杰,黄玥娜,等.网络自相关模型在心理学研究中的应用—以同群效应、学习动机对青少年学业表现的影响为例.心理学报,2014,46(12):1933-1945
7 庄鸿娟,刘儒德,刘颖,等.中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用.心理发展与教育,2016,32(3):317-323
8 叶宝娟,符皓皓,杨强,等.教师关怀行为对青少年网络成瘾的影响:领悟社会支持与学业自我效能感的链式中介效应.中国临床心理学杂志,2017,25(6):1168-1170
9 石雷山,高峰强,王鹏,等.成就目标定向对学习倦怠的影响:学业自我效能的中介作用.心理科学,2012,35(6):1393-1397
10 叶宝娟,郑清,孙庆民,等.社会支持与高考焦虑的关系:一个有调节的中介模型.中国临床心理学杂志,2016,24(3):527-530
11 梁宇颂.大学生成就目标、归因方式与学业自我效能感的关系.武汉:华中师范大学,2000
12 胡俏,戴春林.中学生学习倦怠结构研究.心理科学,2007,30(1):162-164
13 余安邦,杨国枢.社会取向成就动机与个我取向成就动机:概念分析与实证研究.中央研究院民族与研究所集刊,1989,64:51-98
14 叶宝娟,温忠麟.有中介的调节模型检验方法:甄别和整合.心理学报,2013,45(9):1050–1060
15 Hayes AF. Introduction to mediation,moderation,and conditional process analysis:A regression-basedapproach. New York:Guilford Press,2013
16 Mahmoud JSR,Staten R,Lennie TA,et al. The relationships of coping,negative thinking,life satisfaction,social support,and selected demographics with anxiety of young adult college students. Journal of Child and Adolescent Psychiatric Nursing,2015,28(2):97-108
17 Bandura A. Self-efficacy:toward a unifying theory of behavioral change. Psychological Review,1977,84(2):191-215
18 黎志华,尹霞云.社会支持对大学生希望的影响机制:自尊和自我效能感的中介作用.心理发展与教育,2015,31(5):610-617
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