教师是否支持脚手架的参与? 在中国高中学生中,学术自我效能作为调解者和主动人格作为主持人
Wenmei Sun1, Qiaoyu Wu1, Xinle Zhang1
1Faculty of Education, Henan Normal University, Xinxiang 453007, China.
Behavioral sciences (Basel, Switzerland)
|November 27, 2025
概括
高中学生的高中生
科学领域:
- 教育心理学教育心理学
- 社会心理学 社会心理学
背景情况:
- 教师的支持对于学生的学术参与至关重要.
- 工作需求-资源 (JD-R) 和资源保护 (COR) 理论为理解这种关系提供了框架.
- 学术自我效能和积极的个性可能会影响参与途径.
研究的目的:
- 调查教师支持感知与高中生学术参与之间的关系.
- 检查学术自我效能的调解作用.
- 探索主动个性的调节作用.
主要方法:
- 调查研究涉及中国河南省1664名高中生.
- 利用经过验证的问卷调查对感知到的教师支持,学术自我效能,主动的个性和学术参与.
- 统计分析来测试调解和调节效应.
主要成果:
- 感知教师支持显著和积极预测学术参与.
- 学术自我效能部分介导了教师支持对参与度的积极影响.
- 积极主动的人格调节了间接影响,加强了自我效能和参与之间的联系.
结论:
- 学术自我效能是教师支持如何提高学生学术参与度的关键调解者.
- 积极主动的人格放大了学术自我效能对参与度的积极影响.
- 建议采取促进教师支持和学生自我效能的干预措施,以改善学术成果.
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