教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响

doi:10.16187/j.cnki.issn1001-4918.2015.02.07

摘要/Abstract

摘要： 采用学习氛围量表、主观社会阶层量表、学业调节问卷和修订的课堂投入问卷对1211名初中生进行调查,根据主观社会阶层得分在3分以下、6分以上的标准,筛选出491名典型低阶层(374人)与高阶层(117人)被试,考察教师自主支持与初中生学习投入的关系,以及学生自主动机在其中的中介作用和家庭社会阶层的调节作用.结果表明:(1)教师自主支持与初中生的学习投入之间存在显著正相关;(2)自主动机在教师自主支持与初中生的学习投入之间起部分中介作用;(3)家庭社会阶层在教师自主支持影响初中生自主动机进而影响其学习投入的过程中起到有中介的调节作用.

关键词: 教师自主支持, 家庭社会阶层, 自主动机, 学习投入, 初中生

Abstract: The present study examined a mediated moderation model which integrated the mediating effect of junior middle school students' autonomous motivation and moderating effect of their family's social class between teacher's autonomy support and students' academic engagement.Learning Climate Questionnaire,the MacArthur Scale of subjective SES,Academic Self-Regulation Questionnaire (SRQ-A) and modified Classroom Engagement Inventory (CEI) were administered to 1211 junior middle school students. Based on MacArthur Scale score of 3 points or less, 6 points above as screening condition, 374 typical lower-class students and 117 typical higher-class students were selected to constitute a sample of 471 students. Results showed that: (1) Teachers' autonomy support was positively associated with students' academic engagement; (2) Autonomous motivation could partially mediate the relation between teachers' autonomy support and engagement; (3) Family's social class moderated the association between autonomous motivation which aroused by teachers' autonomy support and engagement.

Key words: teacher's autonomy support, family's social class, autonomous motivation, academic engagement, junior middle school students

中图分类号:

G442

陈继文, 郭永玉, 胡小勇. 教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响[J]. 心理发展与教育, 2015, 31(2): 180-187.

CHEN Jiwen, GUO Yongyu, HU Xiaoyong. Effect of Autonomous Motivation and Family's Social Class on The Relationship between Teacher's Autonomy Support and Junior Middle School Students' Academic Engagement[J]. Psychological Development and Education, 2015, 31(2): 180-187.

参考文献

Ackerman, B. P., Brown, E. D., & Izard, C. E. (2004). The relations between persistent poverty and contextual risk and children's behavior in elementary school. Developmental Psychology, 40(3), 367-377.
Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R. (2000). Relationship of subjective and objective social class with psychological functioning: Preliminary data in healthy White women. Health Psychology, 19, 586-592.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.). Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood Press.
Bradley, R. H., & Corwyn, R. F. (2002). Socio-economic status and child development.Annual Review of Psychology, 53, 371-399.
Christie, A. M., & Barling, J. (2009). Disentangling the indirect links between SES and health: The dynamic roles of work stressors and personal control. Journal of Applied Psychology, 94, 1466-1478.
Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti (Ed.), The self in transition: Infancy to childhood (pp. 61-97). Chicago: University of Chicago Press.
Deci E.L., Eghrari H., Patrick B.C., & Leone D.R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142.
Deci, E. L., & Ryan, R. M. (2000). The“what”and“why”of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 4, 227-268.
Grossmann, I., & Varnum, M. E. W. (2011). Social class, culture, and cognition. Social Psychological and Personality Science, 2, 81-89.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate analysis. Englewood: Prentice Hall International.
Hyungshim, J., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.
Jang, H. (2008). Supporting students' motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798-811.
Jolibert, A., & Baumgartner, G. (1997). Values, motivations, and personal goals: Revisited.Psychology and Marketing, 14, 675-688.
Kiuru, N., Pakarinen, E., Vasalampi, K., Silinskas, G., Aunola, K., Poikkeus, A. M., et al.(2014). Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance. Psychological Science. 25(4), 1018-1024.
Kraus, M. W., Côté, S., & Keltner, D. (2010). Social class, contextualism, and empathic accuracy. Psychological science, 21(11), 1716-1723.
Kraus, M. W., Piff, P. K., & Keltner, D. (2009). Social class, sense of control, and social explanation. Journal of Personality and Social Psychology, 97(6), 992-1004.
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: how the rich are different from the poor. Psychological Review, 119(3), 546-572.
Mercy, J. A., & Steelman, L. C. (1982). Familial influence on the intellectual attainment of children. American Sociological Review, 47:532-42.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992.
Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89(6), 852-863.
Reeve, J., Jang H., Carrell, D., Jeon S., & Barch J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288.
Ryan, R. M. & Grolnick, W. S. (1986). Origins and paws in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization:Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761.
Sakurai, K., Kawakami, N., Yamaoka, K., Ishikawa, H., & Hashimoto, H. (2010). The impact of subjective and objective social status on psychological distress among men and women in Japan. Social science & medicine, 70(11), 1832-1839.
Salanova, M., Schaufel, W. B., Martinez, I. M., & Breso, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress and Coping, 23, 53-70.
Schachter, F. F., Marquis, R. E., Shore, E., Bundy, C. L., & McNair, J. H. (1979). Everyday mother talk to toddlers: Early intervention. New York: Academic Press.
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students a cross-national study. Journal of Cross-cultural Psychology, 33(5), 464-481.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
Skinner, E.A., Chi U., & the Learning-Gardens Educational Assessment Group. (2012). Intrinsic motivation and engagement as“active ingredients”in garden-based education: Examining models and measures derived from self-determination theory. The Journal of Environmental Education, 43(1), 16-36.
Smith, J. R., Brooks-Gunn, J., & Klebanov, P. K. (1997). Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In G. J. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132-189). New York: Russell Sage Foundation.
Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sports & Exercise, 10(2), 235-243.
Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39, 34-47.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004) Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2), 246-260.
Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly.
Williams, G. C., & Deci, E. L. (1996). Internalization of bio-psychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents' involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment. Child Development, 82, 932-950.
Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1027-1037.
Pomerantz, E. M., & Moorman, E. A. (2010). Parents' involvement in children's school lives: A context for children's development. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling and human development. New York, NY: Routledge.
暴占光. (2006). 初中生外在学习动机内化的实验研究.东北师范大学硕士学位论文.
陈艳. (2008). 高中生感知教师自主支持对其学习动机内化的影响. 华中师范大学硕士学位论文.
崔淼, 林崇德, 徐伦, 刘力, 李艳玲. (2011). 家庭社会阶层对大学生择业依赖倾向的影响:当前经济信心的中介作用. 心理科学, 34(3), 652-656.
方长春, 风笑天. (2005). 阶层差异与教育获得——一项关于教育分流的实证研究. 清华大学教育研究, 5, 22-30.
侯杰泰, 温忠麟 , 成子娟. (2004). 结构方程模型及其应用. 北京: 教育科学出版社.
刘云杉, 王志明, 杨晓芳.(2009).精英的选拔:身份、地域与资本的视角——跨入北京大学的农家子弟(1978-2005). 清华大学教育研究, 5, 42-59.
罗云, 赵鸣, 王振宏.(2014). 初中生感知教师自主支持对学业倦怠的影响:基本心理需要、自主动机的中介作用. 心理发展与教育. 30 (3), 312-321.
石雷山, 陈英敏, 侯秀, & 高峰强. (2013). 家庭社会经济地位与学习投入的关系: 学业自我效能的中介作用. 心理发展与教育, 1, 71-78.
唐芹, 方晓义, 胡伟, 陈海德, 吴梦希, 王帆. (2013). 父母和教师自主支持与高中生发展的关系. 心理发展与教育, 6, 604-615.
王春光, 李炜. (2002). 当代中国社会阶层的主观性建构和客观实在. 江苏社会科学, 4, 95-100.
温忠麟, 侯杰泰, 张雷. (2005). 调节效应和中介效应的比较和应用. 心理学报, 37(2), 268-274.
叶宝娟, 温忠麟. (2013). 有中介的调节模型检验方法:甄别和整合. 心理学报, 45(9), 1050-1060.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	高斌, 张丹丹, 朱根, 蔡艳香, 郭羽希. 高中生主动性人格与网络学习投入：网络学习自我效能和学业期望的序列中介作用[J]. 心理发展与教育, 2024, 40(2): 224-230.
[2]	杨宝琰, 马熙凤, 臧鸿瑜, 毛海燕. 经济收入和父亲受教育程度对农村初中生学习投入的影响：家庭义务感和依赖教育性未来身份的作用[J]. 心理发展与教育, 2024, 40(1): 83-92.
[3]	秦瑶, 彭运石. 父母教养方式对初中生社交焦虑的影响：同伴接纳和反刍思维的链式中介作用[J]. 心理发展与教育, 2024, 40(1): 103-113.
[4]	吴晓靓, 盖笑松, 李晓天, 顾婷玉, 王宏. 家庭经济压力与初中生幸福感的关系:歧视知觉的中介作用和控制感的调节作用[J]. 心理发展与教育, 2023, 39(6): 877-886.
[5]	陈颖, 张野, 韩娜, 王凯. 校园排斥对初中生网络偏差行为的影响:相对剥夺感与自我控制的序列中介作用[J]. 心理发展与教育, 2023, 39(6): 887-894.
[6]	刘思含, 伍新春, 王歆逸. 父母教养方式的潜在类别及其与青少年学习投入和焦虑症状的关系[J]. 心理发展与教育, 2023, 39(5): 673-682.
[7]	周晓慧, 刘妍希, 陈欣, 王一集. 父母教育卷入对初中生生活满意度的影响:校内人际关系和学业自我效能感的链式中介作用[J]. 心理发展与教育, 2023, 39(5): 691-701.
[8]	冯全升, 周宗奎, 孙晓军, 张艳红, 连帅磊. 负性生活事件与初中生内化问题:反刍思维的中介作用与同伴依恋的调节作用[J]. 心理发展与教育, 2023, 39(3): 419-428.
[9]	李其容, 杨艳宇, 李春萱. 父母冲突、青少年日常自我效能和学习投入:日常消极情绪与日常沉思在父母冲突调节效应中的中介作用[J]. 心理发展与教育, 2023, 39(2): 236-246.
[10]	刘志国, 齐冰, 李亚平, 王润洲, 崔佳, 宋耀武. 成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型[J]. 心理发展与教育, 2023, 39(1): 68-76.
[11]	肖雪, 郭磊, 赵永萍, 陈富国. 累积生态风险与初中生受欺凌的关系模式：心理弹性的调节效应[J]. 心理发展与教育, 2022, 38(5): 648-657.
[12]	严益霞, 刘颜蓥, 丁芳. 心理理论与社会互动方式对初中生社会善念发展的影响[J]. 心理发展与教育, 2022, 38(4): 485-494.
[13]	郎悦茹, 龚少英, 曹阳, 吴亚男. 网络学习中师生交互与大学生学习投入的关系：自主动机与学业情绪的序列中介作用[J]. 心理发展与教育, 2022, 38(4): 530-537.
[14]	李蓓蕾, 高婷, 张莉莉, 周楠, 邓林园. 学生感知的教师欺凌态度与学生欺凌行为的关系——学生欺凌态度的中介作用及其性别的调节作用[J]. 心理发展与教育, 2022, 38(3): 348-357.
[15]	王国霞, 赵扬. 教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用[J]. 心理发展与教育, 2022, 38(3): 380-390.