Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (1): 58-67.doi: 10.16187/j.cnki.issn1001-4918.2023.01.07

Previous Articles     Next Articles

The Relation between Peer Academic Support and Academic Emotions in High School Physics and Chemistry: The Mediation Role of Academic Self-efficacy and the Moderation Role of Gender

LI Yixuan, WANG Zeyu, ZHOU Mingyang, YANG Yuchuan, ZHAO Minxiang, DONG Yan   

  1. Department of Psychology, Renmin University of China, Beijing 100872
  • Published:2023-01-10

RichHTML

PDF (PC)

Abstract: Previous studies have found that academic self-efficacy was influenced by peer support, and it was also an important antecedent variable that affected students' academic performance. Based on the control-value theory, this study investigated whether academic self-efficacy could mediate the relationship between peer academic support and academic emotions in physics and chemistry through a survey of 3,329 students in grade 10 and grade 11. Results showed that:(1) There was a significantly positive association between peer academic support and academic self-efficacy; They were positively correlated with enjoyment academic emotion and negatively correlated with boredom academic emotion; (2) After controlling for the age, grade, gender, and area, academic self-efficacy played a partial mediating role between peer academic support and enjoyment academic emotion, and a complete mediating role between peer academic support and boredom academic emotion; (3) In physics, gender moderated the relationship between academic self-efficacy and academic emotion. These results verified and expanded the control-value theory, which has significant implications in improving the positive emotions of middle school students on learning physics and chemistry.

Key words: peer academic support, academic emotions, self-efficacy, gender

CLC Number: 

  • B442
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance:Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Altermatt, E. R. (2017a). Academic competence perceptions moderate the effects of peer support following academic success disclosures. Social Development, 26(4), 921-936.
Altermatt, E. R. (2017b). Grade-Level declines in perceived academic support from peers:A moderated mediation analysis. The Journal of Early Adolescence, 37(6), 760-773.
Anttila, H., Pyhältö, K., Pietarinen, J., & Soini, T. (2018). Socially embedded academic emotions in school. Journal of Education and Learning, 7(3), 87-101.
Baños, R., Fuentesal, J., Conte, L., Ortiz-Camacho, M. D. M., & Zamarripa, J. (2020). Satisfaction, enjoyment and boredom with physical education as mediator between autonomy support and academic performance in physical education. International Journal of Environmental Research and Public Health, 17(23), 8898-8908.
Baudoin, N., & Galand, B. (2017). Effects of classroom goal structures on student emotions at school. International Journal of Educational Research, 86, 13-22.
Chang, Y.C., & Bangsri, A. (2020). Thai students' perceived teacher support on their reading ability:Mediating effects of self-efficacy and sense of school belonging. International Journal of Educational Methodology, 6(2), 435-445.
de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teachers' interaction behaviors in early childhood classrooms.Early Childhood Research Quarterly, 15(2), 247-268.
Denham, S., Bassett, H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children's emotional competence.Early Childhood Education Journal, 40(3), 137-143.
Dong, Y., Wang, H., Zhu, L., Li, C., & Fang, Y. (2019). How parental involvement influences adolescents' academic emotions from control-value theory. Journal of Child and Family Studies, 29, 282-291.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology:The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R.,& Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24(10), 2079-2087.
Goetz, T., Frenzel, A.C., Hall, N.C., & Pekrun, R. (2006). Antecedents of academic emotions:Testing the internal/external frame of reference model for academic enjoyment.Contemporary Educational Psychology, 33(1), 9-33.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between- and within-domain relations of students' academic emotions. Journal of Educational Psychology, 99, 715-733.
Hayes, A. F. (2012). Process:A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. Retrieved from http://www.afhayes.com/public/process2012.pdf.
Helgeson, V. S., & Lopez, L. (2010). Social support and growth following adversity. Guilford Press.
Jacklin, C. N., & Reynolds, C. (1993). Gender and childhood socialization. In A. E. Beall & R. J. Sternberg (Eds.), The psychology of gender (pp.197-214). New York, London:Guilford Press.
Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology, 114, 135-142.
Kashy-Rosenbaum, G., Kaplan, O., & Israel-Cohen, Y. (2018). Predicting academic achievement by class-level emotions and perceived homeroom teachers' emotional support. Psychology in the Schools, 55(7), 770-782.
Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents' motivation, engagement, and school belonging.Research in Middle Level Education Online, 38(8), 1-18.
King, R. B., & Gaerlan, M. J. M. (2014). How you perceive time matters for how you feel in school:Investigating the link between time perspectives and academic emotions.Current Psychology, 33(3), 282-300.
Lei, H., Cui, Y., & Chiu, M. (2018). The relationship between teacher support and students' academic emotions:A meta-analysis. Frontiers in Psychology, 8, 2288.https://doi.org/10.3389/fpsyg.2017.02288
Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement:Roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16.
Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior:A control-value theory perspective. Learning and Individual Differences, 50, 275-282.
Marion R., Maria T.,& Markus D. (2018). Associations between friends, academic emotions and achievement:Individual differences in enjoyment and boredom. Learning and Individual Differences, 62, 164-173.
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E.,… Urdan, T. (2000). Manual the patterns of adaptive learning scales (PALS). Ann Arbor:University of Michigan.
Mikulas, W. L., & Vodanovich, S. J. (1993). The essence of boredom.The Psychological Record, 43(1), 3-12.
Moral-García, J. E., Urchaga-Litago, J. D., Ramos-Morcillo, A. J., & Maneiro, R. (2020). Relationship of parental support on healthy habits, school motivations and academic performance in adolescents. International Journal of Environmental Research and Public Health, 17(3), 882.https://doi.org/10.3390/ijerph17030882
Nilsen, W., Karevold, E., Røysamb, E., Gustavson, K., & Mathiesen, K. S. (2013). Social skills and depressive symptoms across adolescence:Social support as a mediator in girls versus boys.Journal of Adolescence, 36(1), 11-20.
Paloş, R., Sava, S. L., & Vîrgǎ, D. (2020). The role of teacher support, students' need satisfaction, and their psychological capital in enhancing students' self-regulated learning.Studia Psychologica, 62(1), 44-57.
Peixoto, F., Sanches, C., Mata, L., & Monteiro, V. (2018). "How do you feel about math?":Relationships between competence and value appraisals, achievement emotions and academic achievement. Europe Journal of Psychology of Education, 32(3), 385-405.
Pekrun R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions:A theoretical model and prospective test.Journal of Educational Psychology, 98(3), 583-597.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance:Longitudinal models of reciprocal effects. Child Development, 88(5), 1653-1670.
Pekrun, R. (2006). The control-value theory of achievement emotions:Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, R., Cusack A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback:Effects on students' achievement goals and achievement emotions. Learning and Instruction, 29, 115-124.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings:Control-value antecedents and performance outcomes of a neglected emotion.Journal of Educational Psychology, 102, 531-549.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research.Educational Psychologist, 37(2), 91-105.
Scanlon, C. L., Toro, J. D., & Wang, M. T. (2020). Socially anxious science achievers:The roles of peer social support and social engagement in the relation between adolescents' social anxiety and science achievement. Journal of Youth and Adolescence, 49(6), 1005-1016.
Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university:A review and synthesis of relevant literature.Research Papers in Education, 35(2), 144-184.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Effective pre-school, primary and secondary education project (EPPSE 3-14):Final report from the key stage 3 phase:Influences on students' development from age 11-14. London:Department for Education, University of London.
Tanga, M., & Luggya, S. (2020). Teaching and learning in a South African University:Are peer facilitators' strategies succeeding? Journal of Academic Ethics, 20, 3-22.
van Tilburg, W. A. P., & Igou, E. R. (2012). On boredom:Lack of challenge and meaning as distinct boredom experiences.Motivation and Emotion, 36, 181-194.
Vogel-Walcutt, J. J., Fiorella, L., Carper, T., & Schatz, S. (2012). The definition, assessment, and mitigation of state boredom within educational settings:A comprehensive review.Educational Psychology Review, 24, 89-111.
Westphal, A., Kretschmann, J., Gronostaj, A., & Vock, M. (2018). More enjoyment, less anxiety and boredom:How achievement emotions relate to academic self-concept and teachers' diagnostic skills. Learning and Individual Differences, 62, 108-117.
董妍, 俞国良. (2007). 青少年学业情绪问卷的编制及应用. 心理学报, 39(5), 852-860.
古继宝, 蔺玉. (2011). 基于不同学科的博士生科研绩效管理. 科研管理, 32(11), 115-122.
郭建平.(2007). 浅谈中学化学的研究性学习. 中国石油大学胜利学院学报,(4), 90-92.
郭雯婧, 边玉芳. (2013). 初二学生感知到的社会支持与学习成绩的关系——学业自我概念的中介作用. 心理科学, 36(3), 627-631.
何尧荣. (2009). 高中学生物理成绩性别差异的因素分析及教学对策. 物理教学探讨, 27(25), 35-38.
蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. (2019). 高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用. 心理发展与教育, 35(1), 48-56.
教育部.(2020).关于政协十三届全国委员会第三次会议第0158号(教育类007号)提案答复的函.2020-11-06取自http://www.moe.gov.cn/jyb_xxgk/xxgk_jyta/jyta_jijiaosi/202012/t20201215_505660.html
吴静. (2018).性别差异对高中物理学习的影响及应对策略(硕士学位论文). 哈尔滨师范大学.
徐速. (2011). 儿童学业情绪的领域特殊性研究. 心理科学, 34(4), 856-862.
于凤杰,赵景欣,张文新.(2013).高中生的个人规划与抑郁的关系:性别的调节作用. 心理发展与教育, 29(01), 79-85.
俞国良,董妍. (2005). 学业情绪研究及其对学生发展的意义. 教育研究,(10), 39-43.
张雨强, 顾慧, 张中宁. (2018). 普通高中生高考选考科目现状及影响因素研究——以浙江省5所高中首批选考学生为例. 教育学报, 14(4), 29-38.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
[1] GUO Jiacheng, DONG Rouchun, XU Fang, XU Xuan, NIU Gengfeng, ZHOU Zongkui. The Relationship between Social Presence and College Students’ Online Flaming: The Parallel Mediating Roles of Dual Self-awareness and the Moderating Role of Gender [J]. Psychological Development and Education, 2024, 40(2): 176-186.
[2] HAN Jiantao, QIAN Junni, ZHANG Jieyu, PANG Weiguo. The Relationship between Creativity and Meaning in Life among College Students: The Role of Positive Emotion and Creative Self-efficacy [J]. Psychological Development and Education, 2024, 40(2): 187-195.
[3] GAO Bin, ZHANG Dandan, ZHU Gen, CAI Yanxiang, GUO Yuxi. Proactive Personality and Online Learning Engagement in High School Students: The Sequential Mediation Effects of Online Learning Self-efficacy and Academic Expectation [J]. Psychological Development and Education, 2024, 40(2): 224-230.
[4] WANG Yulong, ZHAO Jingfei, LIN Xiuyun. Cumulative Effects of Family Risk Factors on Adolescent Non-suicidal Self-injury and Its Gender Difference [J]. Psychological Development and Education, 2024, 40(2): 240-247.
[5] ZOU Shengqi, WU Xinchun. Association between Parental Conflict and Peer Attachment: An Examination of the Mediation Effect of Parent-adolescent Attachment and Gender Difference [J]. Psychological Development and Education, 2023, 39(6): 798-807.
[6] XIN Zhaoyang, WANG Qinglin, WANG Minghui, DU Jing, ZHAO Guoxiang. The Relationship between Supervisor-student Relationship and Academic Adjustment of Postgraduates: The Chain Mediating Effect of Research Self-efficacy and Professional Commitment [J]. Psychological Development and Education, 2023, 39(6): 825-832.
[7] XIE Li, JIN Hui, WANG Zhiying, YE Qiaojian, YANG Xilan. The Effect of Supervisor-induced Ostracism on Scientific Research Creativity among Postgraduate Students: The Bidirectional Chain Mediation Roles of Research Self-efficacy and Scientific Anxiety [J]. Psychological Development and Education, 2023, 39(6): 833-841.
[8] ZHOU Xiaohui, LIU Yanxi, CHEN Xin, WANG Yiji. The Impact of Parental Educational Involvement on Middle School Students' Life Satisfaction:The Chain Mediating Effects of School Relationships and Academic Self-efficacy [J]. Psychological Development and Education, 2023, 39(5): 691-701.
[9] LI Tiantian, DONG Huiqin. Children's Perception of Interparental Conflict and Anxiety: The Mediating Effect of Attention to Positive and Negative Information and the Moderating Effect of Gender [J]. Psychological Development and Education, 2023, 39(4): 488-496.
[10] ZHAO Xian, WANG Zhihang, WANG Dongfang, YUAN Yanyun, YIN Xiayun, LI Zhihua. Developmental Trajectory of Prosocial Behavior in Impoverished Children during Early Adolescence: The Effects of Gender and Parenting Style Heterogeneity [J]. Psychological Development and Education, 2023, 39(3): 323-332.
[11] ZHANG Pengcheng, LI Xi, HAN Wuyang, SHEN Yongjiang. The Effect of Lack of Sleep on Negative Emotion in Primary and Secondary School Students: A Chain Mediation Model [J]. Psychological Development and Education, 2023, 39(3): 402-409.
[12] WANG Yue, XIONG Yuke, REN Ping, YANG Liu, MIAO Wei. Effects of Bully-victimization on Proactive and Reactive Aggression in Early Adolescence: The Role of Moral Disengagement and Gender [J]. Psychological Development and Education, 2023, 39(3): 410-418.
[13] LI Cirong, YANG Yanyu, LI Chunxuan. Interparental Conflict, Adolescents' Daily Self-efficacy and Daily Learning Engagement: The Mediating Roles of Daily Negative Emotion and Daily Rumination in the Moderating Effects of Interparental Conflict Influence [J]. Psychological Development and Education, 2023, 39(2): 236-246.
[14] ZHU Zhongye, XIE Yuhong, LIU Lei. The Effects of Gender and Gain-loss Situation on Delay Discounting of College Students under Positive and Negative Reference Points [J]. Psychological Development and Education, 2022, 38(5): 618-625.
[15] LI Yuhua, WANG Tong, LIU Yue, YU Jie, LIN Chongde. A Study on the Relationship between Creative Teaching Behavior and Pupil’s Creative Thinking: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(4): 513-519.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd