摘要
学业成就是衡量学生学习认知能力和检测其学习效果的重要指标,受到感知社会支持和学习投入等因素的显著影响,先前的研究已经考察了这两个因素对学业成就的共同作用机制,但感知社会支持与学业成就的关系强度不明,且尚不完全清楚中介效应、调节效应对二者关系的影响。因此当前研究采用元分析方法检验效应量的可靠性、学习投入的中介效应以及一系列调节效应。研究共纳入符合要求的原始文献41篇,含78个研究。结果发现:(1)感知社会支持及子类型与学业成就呈现显著的正相关,但效应值偏小,即二者之间存在的是弱相关。此外,感知社会支持及子类型显著正向预测学习投入,且对学习投入的效应量高于对学业成就的效应量。(2)学段仅对感知教师支持的调节效应显著,学业成就指标调节了感知社会支持及子类型与学业成就之间的关系,而经济水平和文化背景的调节效应不显著。(3)学习投入在感知社会支持及子类型对学业成就的影响中起到部分中介作用,且中介效应只存在于初中群体,在高中群体中介效应不显著。
Academic achievement is an important indicator for measuring students'cognitive ability to learn and to identify the effectiveness of student learning,and it is significantly influenced by factors such as perceived social support and student engagement.Previous studies have examined the mechanisms of perceived social support and student engagement in academic achievement;however,the degree of correlation between perceived social support and academic achievement has not been clarified thus far,and the moderating and mediating effects on this relationship are not yet fully understood.Therefore,the present study employed meta-analysis to obtain reliable estimates of effect sizes,the mediating effect of student engagement,and a range of moderating effects.A total of 41 empirical research and 78 studies were included through literature retrieval.The results were as follows:(1)There was a significant positive correlation between perceived social support and its sub-indicators and academic achievement;however,because the effect values were small,a weak correlation was indicated.In addition,perceived social support and its sub-indicators were found to be positively related to student engagement.The effect of perceived social support and its sub-indicators on student engagement was higher than academic achievement.(2)Student grade moderated the relationship between perceived teacher support and academic achievement only.Academic achievement indicators moderated the link between perceived social support and its sub-indicators and academic achievement,while the moderating effects of economic level and cultural background on the relationship between perceived social support and its sub-indicators and academic achievement were not significant.(3)Student engagement partially mediated the effect of perceived social support and its sub-indicators on academic achievement.In addition,the partial mediating effect of student engagement was only significant for students in the junior high school group and not for the senior high school group.
作者
吴佳桧
傅海伦
张玉环
WU Jiahui;FU Hailun;ZHANG Yuhuan(School of Mathematics and Statistics,Shandong Normal University,Jinan 250358,China;School of Mathematics and Statistics,Henan University,Kaifeng 475004,China)
出处
《心理科学进展》
CSSCI
CSCD
北大核心
2023年第4期552-569,共18页
Advances in Psychological Science
基金
山东省社会科学普及应用研究项目(2021-SKZZ-24)
河南省高等教育教学改革研究与实践项目(2021SJGLX197Y)。
关键词
感知社会支持
学习投入
学业成就
元分析
perceived social support
student engagement
academic achievement
meta-analysis
作者简介
通信作者:傅海伦,E-mail:f_hailun@163.com。
