增长思维对小学生主观幸福感的影响:一个温和的调解模型
Lingyi Peng1,2, Huohong Chen1, Wei Liang1,2
1Cognition and Human Behavior Key Laboratory, Hunan Normal University, Changsha, Hunan, China.
Frontiers in psychology
|July 24, 2025
概括
一种成长的心态可以提高小学学生的主观幸福感,部分是通过学术上的自我效能. 教师的支持增强了这种成长思维模式对自我效能的影响.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
背景情况:
- 增长思维对于学生的发展至关重要.
- 学术自我效能和教师支持是学生福祉的关键因素.
研究的目的:
- 研究小学生的成长思维方式和主观幸福感之间的关系.
- 检查学术自我效能的调解作用.
- 探索感知到教师支持的温和效应.
主要方法:
- 调查了1740名小学生的样本.
- 使用了集群抽样.
- 这些措施包括成长思维,主观福祉,学术自我效能和感知到的教师支持.
主要成果:
- 增长思维积极预测主观幸福感.
- 学术自我效能在一定程度上调解了这种关系.
- 感知到的教师支持加强了成长思维对学术自我效能的影响.
结论:
- 增长思维直接和间接地影响学生的福祉.
- 教师支持放大了成长思维对学术自我效能的积极影响.
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