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1.
蔡林 《潍坊教育学院学报》2020,(2):62-67
基于生态系统理论,采用学习投入问卷、父母自主支持问卷、教师支持问卷和同伴互助学习问卷,对490名高中生进行调查,探讨父母、老师、同伴对高中生学习投入的影响及其性别差异。研究结果表明:高中男生和女生在学习投入、父母支持和同伴互助总分及各维度分数上不存在显著差异;教师支持总分和能力支持差异显著,但学习支持和情感支持不存在显著差异;父母提供选择机会和给出解释正向预测女高中生的学习投入,教师的学习支持和能力支持正向预测男高中生的学习投入,同伴的参与度正向预测男女高中生的学习投入,同伴的互助意识和互助效果正向预测女高中生的学习投入。建议在提升不同性别高中生学习投入时既要采取普遍性措施又要采取针对性策略。 相似文献
2.
《赣南师范学院学报》2021,(5):111-117
教师是流动儿童在城市生活与学习中的重要他人。为探讨流动儿童感知教师支持、心理资本、学习投入与内部动机的基本状况及其关系,对526名流动儿童进行问卷调查。结果发现：流动儿童感知教师支持、心理资本、学习投入与内部动机的总体状况良好;心理资本在教师支持与学习投入之间发挥部分中介作用,内部动机在前半段路径起调节作用。基于这个有调节的中介模型,建议从增强教师支持、提高心理资本、重视内部动机三个方面入手,提升流动儿童学习投入水平。 相似文献
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基于自我决定理论,采用父母自主支持量表、数学学习投入量表、数学学习自我决定量表,对671名初中生进行问卷调查,探讨父母自主支持对学生数学学业成绩的影响机制.研究发现:父母自主支持正向影响学生的数学学业成绩,数学学习投入在父母自主支持和数学学业成绩的关系中起部分中介作用;控制性调节和自主性调节在数学学习投入对父母自主支持和数学学业成绩关系的影响中起调节作用.基于此,学校、教师和家长应高度重视父母自主支持,着力提升学生的数学学习投入水平,同时充分发挥控制性调节和自主性调节的影响作用,引导学生主动投入学习,提高数学学业成绩. 相似文献
4.
景雨琴 《中小学心理健康教育》2023,(20):8-12
采用教师支持量表、基本心理需要量表、学习投入量表考察244名农村初中生感知教师支持与学习投入的关系及基本心理需要在两者间的中介作用。结果表明：农村初中生感知教师支持、基本心理需要与学习投入均处于中等偏上水平;农村初中生感知教师支持、基本心理需要、学习投入两两之间相关显著。从中发现,农村初中生感知教师支持积极显著影响学习投入,基本心理需要在农村初中生感知教师支持与学习投入之间起部分中介作用。 相似文献
5.
本研究采用整群抽样法,以班级为单位对571名小学中、高年级儿童进行集体问卷调查,考察母亲学业参与和儿童学业、情绪适应的关系以及儿童成就目标的中介效应和性别的调节效应。结果发现（1）母亲自主支持显著正向预测儿童的学习策略、学业成绩,显著负向预测儿童的消极情绪;母亲心理控制显著正向预测儿童的学习策略和消极情绪,不预测儿童的学业成绩。（2）儿童的掌握目标在母亲自主支持与儿童学习策略、消极情绪之间起部分中介效应,在母亲自主支持与儿童学业成绩之间起完全中介效应。（3）儿童的掌握目标和成绩目标在母亲心理控制和儿童学业、情绪适应之间的中介效应不显著。这些结果在男孩与女孩之间具有一致性。 相似文献
6.
流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析 总被引：1，自引：0，他引：1
采用整群抽样的方法对北京打工子弟学校流动儿童、公立学校流动儿童、公立学校本地儿童进行问卷调查,探讨教育期望、教育投入、学习投入对流动儿童学业表现的影响。研究发现:(1)在父母教育投入与自己的学习投入、学业表现上,三类儿童存在显著差异,公立学校本地儿童在父母教育投入上得分最高,而公立学校流动儿童在自己学习投入和学业表现上得分最高,打工子弟学校流动儿童各项得分都最低;(2)三类儿童自己的教育期望与感知到的父母的教育期望存在显著差异,儿童感知到的父母的教育期望显著高于儿童对自己的教育期望;(3)教育期望差和父母教育投入影响流动儿童的学业表现:期望差越大,父母教育投入越多,流动儿童的学业表现越好;(4)流动儿童学习投入在教育期望差、父母教育投入和自己的学业表现之间起到完全中介的作用。 相似文献
7.
流动儿童受教育状况及其与心理健康的关系 总被引：3，自引：0，他引：3
调查与考察北京市流动儿童的受教育状况及其与心理健康的关系.结果表明:流动儿童的受教育状况在各指标上均低于城市儿童,且对流动儿童的心理健康产生一定的影响.教育资源指数显著正向预测流动儿童的主观幸福感,显著负向预测内、外化问题行为;师生关系满意度显著正向预测主观幸福感和自尊,显著负向预测内化问题行为;师生冲突性显著正向预测外化问题行为,显著负向预测主观幸福感;师生支持性显著正向预测自尊;学习效能感显著正向预测主观幸福感和自尊;学习自信心显著正向预测自尊,显著负向预测内、外化问题行为;学习兴趣可显著负向预测外化问题行为.对流动儿童教育问题提出建议. 相似文献
8.
本研究采用问卷调查法考察了141名大学生英语学习过程中基本心理需要满足度及英语学习投入度的现状,并通过对调查数据的相关分析和回归分析,研究了大学生英语学习基本心理需要满足与学习投入的关系。结果显示,大学生英语学习过程中的基本心理需要满足程度和学习投入度处于中下等水平;基本心理需要与英语学习投入呈显著正相关;基本心理需要满足程度能够显著预测英语学习投入度;在基本心理需要的三个因子中,自主需要的满足程度是预测英语学习投入度的主要因素。 相似文献
9.
为探讨父母心理困扰、亲子关系、青少年基本心理需求与青少年网络游戏成瘾的关系,采用凯斯勒心理困扰量表、亲子亲合问卷、基本心理需求量表与网络游戏成瘾量表对816名中学生及其父母进行问卷调查.结果显示:父母心理困扰会正向预测青少年网络游戏成瘾;亲子关系与青少年基本心理需求在父母心理困扰对青少年网络游戏成瘾的影响之间有链式中介作用.基于以上结果,父母应注重对自身心理健康的维护,并在积极改善亲子关系的基础上进一步找出满足青少年心理需求的方法,以有效预防和干预青少年网络游戏成瘾. 相似文献
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11.
Shuang Chen Jennifer Adams Zhiyong Qu Xiaohua Wang Li Chen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):693-722
In the context of China’s increasing rural-urban migration, few studies have investigated how parental migration affects children’s experience in school. The high cost of schooling, taken together with the institutional barriers in destination cities, have compelled many rural parents in China to migrate without their children, leaving them in the care of their spouses, grandparents, relatives or other caregivers. Still other parents migrate with their children, many of whom then attend urban migrant schools in their destination city. Understanding the academic engagement of children of migrant workers is particularly salient because the poor qualities of migrant schools, a lack of parental support, and exposure to competing alternatives to schooling may render both migrant children in the cities and left-behind children in the rural villages vulnerable to disengagement, and ultimately school dropout. Using data collected in 2008 in the urban Haidian and Changping districts of Beijing and rural Henan and Shaanxi provinces, the authors of this paper investigate the association between parental migration status and two measures of academic engagement, academic aspirations and the odds of liking school, by comparing migrant children attending migrant schools and left-behind children with their rural counterparts who do not have migrant parents. The authors’ findings show that migrant children attending migrant schools have lower academic engagement compared to rural children of non-migrant parents. The correlation between academic engagement and parental migration status can be accounted for in part by the support children receive from family and teachers. The association between certain measures of family and school support and academic engagement also varies by parental migration status: for example, high teacher turnover rates significantly reduce migrant children’s odds of liking schools, but do not affect children of non-migrant parents. 相似文献
12.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement. 相似文献
13.
This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the relationship between their children's social and psychological development, and their academic achievement, within the context of Hong Kong. The questionnaire consists of four subscales that reflect different interactions between parents and their children in relation to their children's academic‐related activities, including a Parental Attributions Scale, Parental Beliefs of Working Memory Scale, Parental Home and School Involvement Scale, and Parental Academic Expectations Scale. These subscales were supplemented by a fifth subscale that describes parents' socio‐economic background. The PAPQ was administered to 215 parents from four schools in Hong Kong. Results showed that the four subscales of the PAPQ are valid and reliable unidimensional measures of constructs related to parental role in the academic achievement of their children, thereby enabling future research to directly test Vygotsky's hypothesis. 相似文献
14.
Franziska D. Koch Andrea Dirsch-Weigand Malte Awolin Rebecca J. Pinkelman Manfred J. Hampe 《European Journal of Engineering Education》2017,42(1):17-31
ABSTRACTIn order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement. 相似文献
15.
Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed 总被引：21，自引：0，他引：21
Laurence Steinberg Susie D. Lamborn Sanford M. Dornbusch Nancy Darling 《Child development》1992,63(5):1266-1281
This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment. 相似文献
16.
Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement (i.e. home-based involvement, school-based involvement and academic socialisation) and their achievement goals, and the moderating role of parenting style (i.e. parental autonomy support vs. psychological control). Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with mastery goals, and academic socialisation was positively associated with both mastery and performance-approach goals. Parental psychological control moderated the relationships between performance-approach goals and two types of parental involvement: Academic socialisation and home-based involvement. These findings underscored the need of taking a multidimensional approach in conceptualising parental involvement, and that parental involvement should be expressed in an appropriate context of parenting style. 相似文献
17.
流动儿童社会支持与自尊的关系研究 总被引：2，自引：0，他引：2
目的:了解流动儿童社会支持、自尊及二者关系,为更好地采取教育措施提供依据。方法:采用社会支持量表(SSRS)和自尊量表(SES)对4~6年级402名小学生进行研究。结果:流动儿童的社会支持状况更差,流动儿童社会支持总分显著低于非流动儿童;流动儿童自尊得分高于非流动儿童,但两者之间差异不显著;流动儿童社会支持总分、主观支持和支持利用度与自尊呈显著负相关;社会支持总分对自尊具有显著预测作用。结论:家庭、学校和社会应给予流动儿童更多关注和支持,并注重其内心感受。 相似文献
18.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
19.
We conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, we developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, we discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs. 相似文献
20.
ABSTRACTEarly career academics (ECAs) represent the future of the academic workforce, but competition and career uncertainty is resulting in disengagement and burnout. In professions outside academia, increased engagement is associated with perceived organisational support and fair recognition and rewards, as well as opportunities to meet basic psychological needs of autonomy, competence and relatedness. In contrast, decreased engagement is linked with increasing demands on effort and over-commitment to work. The current study used multiple linear regression to test whether comparable relationships were observed in a sample of 151 ECAs in an Australian university. Opportunities to build and demonstrate competence at work, the presence of meaningful relationships and perceived organisational support were independent and statistically significant predictors of engagement. The need for autonomy and fair rewards and recognition appeared to be correlated but not statistically significant predictors of engagement. Contrary to prediction, increasing effort and over-commitment to work did not predict decreases in engagement. These results are discussed in light of implications for programs designed to support the development of ECAs into various career pathways. 相似文献