摘要
目的:基于依恋理论和动机与投入之轮理论,探究留守儿童领悟教师情感支持对学习投入的影响以及日常性学业弹性与希望感在其中的作用机制。方法:利用领悟教师情感支持问卷、日常性学业弹性量表、儿童青少年希望感量表、学习投入量表对544名留守儿童进行施测。结果:(1)领悟教师情感支持、学习投入、日常性学业弹性、希望感两两显著相关;(2)日常性学业弹性(β=0.39,P<0.001)和希望感(β=0.49,P<0.001)在领悟教师情感支持对学习投入影响中的单独中介作用显著;(3)日常性学业弹性和希望感在留守儿童领悟教师情感支持和学习投入之间发挥链式中介作用(β=0.53,P<0.001)。结论:提升领悟教师情感支持有助于增强留守儿童学习投入;增强日常性学业弹性以及提升希望感有助于这一过程的转化。
Objective:Based on attachment theory and the wheel of motivation and engagement theory,this paper explores the influence of emotional support from teachers on left-behind children's learning engagement and the mechanism of daily academic resilience and hope.Methods:A total of 544 left-behind children were tested using the Comprehension Teachers'Emotional Support Questionnaire,Daily Academic Resilience Scale,Adolescents Hope Questionnaire,and Learning Engagement Scale.Results:①Comprehension teachers emotional support,learning engagement,daily academic resilience,and sense of hope were significantly correlated;②The independent mediating effects of daily academic resilience(β=0.39,P<0.001)and hope(β=0.49,P<0.001)in the perception of the effect of teacher emotional support on learning engagement were significant;③Daily academic resilience and sense of hope played a chain-mediated mediating role between left-behind children's perception of teacher emotional support and learning engagement(β=0.53,P<0.001).Conclusion:Improving comprehension and teacher emotional support can help to enhance the learning input of left-behind children;Enhancing daily academic resilience and sense of hope can help the transformation of this process.
作者
张萍
孟凡闫
ZHANG Ping;MENG Fanyan(Humanities College,Shanghai Institute Technology,Shanghai 201418,China)
出处
《中国健康心理学杂志》
北大核心
2023年第5期710-716,共7页
China Journal of Health Psychology
基金
2019年度教育部人文社会科学青年基金项目(编号:19YJC190027)。
关键词
留守儿童
领悟教师情感支持
学习投入
日常性学业弹性
希望感
Left-behind children
Comprehension teacher emotional support
Learning engagement
Daily academic resilience
Hope
作者简介
张萍,E-mail:zpwy8922768@126.com。
