Psychological Development and Education ›› 2015, Vol. 31 ›› Issue (2): 180-187.doi: 10.16187/j.cnki.issn1001-4918.2015.02.07

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Effect of Autonomous Motivation and Family's Social Class on The Relationship between Teacher's Autonomy Support and Junior Middle School Students' Academic Engagement

CHEN Jiwen1,2, GUO Yongyu1,3, HU Xiaoyong1,3   

  1. 1. Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan 430079, China;
    2. School of Education, Jianghan University, Wuhan 430056, China;
    3. Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
  • Online:2015-03-15 Published:2015-03-15

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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

CLC Number: 

  • G442
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