摘要
基于自我决定动机理论视角,采用问卷调查法对453名高中生进行施测,探究了教师自主支持与青少年学习投入之间的关系,以及自主动机的中介作用。结果表明:教师自主支持显著正向预测青少年的认知、情绪和行为学习投入;自主动机(内部动机和认同动机)在教师自主支持与学习投入的三个维度之间起部分中介作用,但内部动机在教师自主支持与行为学习投入之间的中介作用不显著。
Based on the theory of self-determination motivation, this paper explored the relationship between teachers’ autonomy support and adolescents’ learning engagement, as well as the mediating role of autonomous motivation. 453 senior high school students were tested by questionnaire. The results show that teachers’ self-support significantly positively predicts adolescents’ cognition, emotion and act learning engagement;Self-motivation(internal motivation and identity motivation) partially mediates the three dimensions of teachers’ self-support and learning engagement, but internal motivation has no significant mediating effect between teachers’ self-support and act engagement.
作者
吴国强
梁渊
Wu Guoqiang;Liang Yuan(Normal School,Xi'an University,Xi'an 710065 China;Key Laboratory of Arificial Intelligence and Language Cognitive Neuroscience,Xi'an International Studies University,Xi'an 710128 China)
出处
《西安文理学院学报（社会科学版）》
2022年第3期70-74,共5页
Journal of Xi’an University(Social Sciences Edition)
基金
陕西省教育科学“十三五”规划2020年度立项课题:陕西省农村地区青少年社会能力的影响因素及干预机制研究(SGH20Y1298)
陕西省教育科学“十四五”规划课题:低社会经济地位幼儿数感发展不良的影响因素及动态干预(SGH21Y0118)阶段性研究成果。
关键词
教师自主支持
自主动机
学习投入
中介作用
Teachers’Independent Support
Autonomous Motivation
Learning Engagement
Intermediary Function
作者简介
吴国强(1983-),男,陕西汉中人,西安文理学院师范学院讲师,主要从事青少年心理发展研究;梁渊(1990-),女,山西运城人,西安外国语大学人工智能与语言认知神经科学重点实验室讲师,心理学博士,主要从事儿童心理行为发展研究。
