青少年的智力好奇心和数学学习参与之间的关系:对连锁多重调解效应的分析
Yongzhao Wang1, Lijun Zhou1, Bingqing Xie1
1School of Mathematics and Statistics, Anyang Normal University, Anyang, China.
Frontiers in psychology
|January 28, 2026
概括
智力好奇心 (IC) 通过教师的支持和学校的归属,直接和间接地影响韩国青少年的学习参与 (LE). 调查结果为教育干预提供了性别特定的见解.
科学领域:
- 教育心理学教育心理学
- 青少年发展 青少年发展
- 学习科学 学习科学
背景情况:
- 学习参与 (LE) 对学术成功和教育质量至关重要.
- 了解影响LE的因素,特别是在青少年中,对于有效的教学至关重要.
研究的目的:
- 调查韩国青少年的智力好奇心 (IC) 和LE之间的关联.
- 检查各种形式的教师支持和学校在IC-LE关系中所扮演的中介角色.
- 探索这些协会中的性别差异.
主要方法:
- 利用了来自6,308名韩国青少年的PISA 2022数据.
- 采用相关性和调解分析来研究直接和间接的影响.
- 根据性别进行了子组分析.
主要成果:
- 知识好奇心 (IC) 对学习参与 (LE) 产生了显著的直接和间接影响.
- 教师支持 (通用,有针对性,伴随性,持续性) 和学校归属性发挥了重要的调解作用.
- 观察到性别差异,男性报告目标教师支持较低,女性的LE更受间接途径的影响.
结论:
- 智力好奇心通过涉及教师支持和学校归属的多个途径显著影响学习参与.
- 这些发现扩展了自决理论,并强调了四维教师支持结构的重要性.
- 结果为性别敏感,差异化的教学策略提供了基础,以促进青少年的发展.
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