地方免费师范生感知教师关怀行为对学习投入的影响研究
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摘要
为探讨地方免费师范生感知教师关怀行为、心理资本和学习投入的基本情况及其关系,对927名广西农村小学全科定向免费师范生进行问卷调查。结果显示:(1)感知教师关怀行为、心理资本和学习投入的总体情况良好;(2)感知教师关怀行为能正向预测学习投入和心理资本,且其中的支持性和包容性对学习投入和心理资本的影响较大;(3)心理资本及其各因子均能正向预测学习投入,其中"希望"的预测力最强;(4)心理资本在感知教师关怀行为和学生学习投入之间起部分中介作用。
Based on a questionnaire survey of 927 rural primary school–oriented free normal college students in Guang Xi Province, this study investigated the basic situation and relationship of the perception of teacher′s caring behavior of local free normal college student, psychological capital and learning engagement. The results show that: first, the perception of teacher′s caring behavior of allsubject normal student, psychological capital and learning engagement are in the moderate level; second,perception of teacher′s caring behavior can positively predict their learning engagement and psychological capital,and teacher′s supportiveness and tolerance dimension has greater effects on learning engagement and psychological capital; third, psychological capital and its three dimensions can positively predict learning engagement, and in the three dimension, the strongest predictor is hope dimension; fourth,psychological capital plays a partial mediating role between the perception of teacher′s caring behavior and learning engagement.
Based on a questionnaire survey of 927 rural primary school–oriented free normal college students in Guang Xi Province, this study investigated the basic situation and relationship of the perception of teacher′s caring behavior of local free normal college student, psychological capital and learning engagement. The results show that: first, the perception of teacher′s caring behavior of allsubject normal student, psychological capital and learning engagement are in the moderate level; second,perception of teacher′s caring behavior can positively predict their learning engagement and psychological capital,and teacher′s supportiveness and tolerance dimension has greater effects on learning engagement and psychological capital; third, psychological capital and its three dimensions can positively predict learning engagement, and in the three dimension, the strongest predictor is hope dimension; fourth,psychological capital plays a partial mediating role between the perception of teacher′s caring behavior and learning engagement.
引文
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[12]李丹阳.初中生心理资本、学业情绪与学习投入之间的关系[D].石家庄:河北师范大学硕士论文,2016(3):33-35.
[13]Ji Won You.The relationship among college students'psychological capital,learning empowerment,and engagement[J].Learning and Individual Differences,2016(49):17-24.
[14]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策,2012(21):107-108.
[15]方来坛,时勘.中文版学习投入量表的信效度研究[J].中国临床心理学杂志,2008(6):619-620.
[16]Ghiselli,E.E.,Campbell,J.P.,Zedeck,S.,Measurement Theory for the Behavioral Sciences[M].San Francisco:Freeman,1981:178-179.
[17]温忠麟,张雷,侯杰泰.中介效应检验程序及其应用[J].心理学报,2004(5):617.
[18]Baron,R,Kenny,D.The moderator-mediator variable distinction in social psychological r esearch:Conceptual,strategic,and statistical considerations[J].Journal of Personality and Social Psychology,1986(6):1173-1182.
[19]Snyder,C.R.Hope theory:Rainbows in the mind[J].Psychological Inquiry,2002(4):249-275.
[20]Skinner E A,Belmont M J.Motivation in the classroom:reciprocal effects of teacher behavior and student engagement across the year[J].Journal of Educational Psychology,1993(4):571-572.
[21]付立菲.大学生积极心理资本与学习倦怠的关系[J].中国健康心理学杂志,2010(11):1358-1359.
[22]丁奕.大学生心理资本对学习投入的影响——基于专业承诺的中介机制研究[J].教育与教学研究,2015(3):51.
[23]刘湘玲.高职生积极心理资本与学习投入的关系[J].中国健康心理学杂志,2016(8):1182.
[24]仲李云,贾林祥.大学生的希望感教育研究[J].赤峰学院学报(自科版),2015(1上):146-147.
[25]杨序斌,张磊,傅建民.一般学习模型下亲社会媒体接触对亲社会行为倾向影响的研究[J].青年与社会,2014(1上):223.
[2]Ahlfeldt S,Mehta S,Sellnow T,Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use[J].Higher Education Research&Development,2005(1):5-20.
[3]赵明仁.农村中小学生的学习投入,心理感受与学业成绩[J].课程.教材.教法,2010(10):20-25.
[4]Schaufeli W,Salanova M.Work engagement:On how to better catch a slippery concept[J].European Journal of Work and Organizational Psychology,2011(1):39-46.
[5]Johnson M L,Sinatra G M.Use of task-value instructional inductions for facilitating engagement and conceptual change[J].Contemporary Educational Psychology,2013(1):51-63.
[6]魏军,刘儒德,何伊丽.小学生学习坚持性和学习投入在效能感、内在价值与学业成就关系中的中介作用[J].心理与行为研究,2014(3):326-332.
[7]雷浩,徐瑰瑰,邵朝友,桑金琰.教师关怀行为与学生学业成绩的关系:学习效能感的中介作用[J].心理发展与教育,2015(2):188-194.
[8]朱晓鑫.高中生失败恐惧症、学习投入与学业成绩的关系研究[D].石家庄:河北师范大学硕士论文,2011:36-38.
[9]孙蔚雯.高中生日常性学业复原力、学业投入对学习成绩的影响[D].长春:东北师范大学硕士论文,2009:34-35.
[10]Rosenhan,D.L.,Salovey,P.,&Hargis,K..The joys of helping:Focus of attention mediates the impact of positive affect on altruism[J].Journal of Personality and Social Psychology,1981(5):899-905.
[11]丁奕,张乐明.大学生心理资本对学习投入影响的实证研究[J].教育教学论坛,2014(48):88-90.
[12]李丹阳.初中生心理资本、学业情绪与学习投入之间的关系[D].石家庄:河北师范大学硕士论文,2016(3):33-35.
[13]Ji Won You.The relationship among college students'psychological capital,learning empowerment,and engagement[J].Learning and Individual Differences,2016(49):17-24.
[14]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策,2012(21):107-108.
[15]方来坛,时勘.中文版学习投入量表的信效度研究[J].中国临床心理学杂志,2008(6):619-620.
[16]Ghiselli,E.E.,Campbell,J.P.,Zedeck,S.,Measurement Theory for the Behavioral Sciences[M].San Francisco:Freeman,1981:178-179.
[17]温忠麟,张雷,侯杰泰.中介效应检验程序及其应用[J].心理学报,2004(5):617.
[18]Baron,R,Kenny,D.The moderator-mediator variable distinction in social psychological r esearch:Conceptual,strategic,and statistical considerations[J].Journal of Personality and Social Psychology,1986(6):1173-1182.
[19]Snyder,C.R.Hope theory:Rainbows in the mind[J].Psychological Inquiry,2002(4):249-275.
[20]Skinner E A,Belmont M J.Motivation in the classroom:reciprocal effects of teacher behavior and student engagement across the year[J].Journal of Educational Psychology,1993(4):571-572.
[21]付立菲.大学生积极心理资本与学习倦怠的关系[J].中国健康心理学杂志,2010(11):1358-1359.
[22]丁奕.大学生心理资本对学习投入的影响——基于专业承诺的中介机制研究[J].教育与教学研究,2015(3):51.
[23]刘湘玲.高职生积极心理资本与学习投入的关系[J].中国健康心理学杂志,2016(8):1182.
[24]仲李云,贾林祥.大学生的希望感教育研究[J].赤峰学院学报(自科版),2015(1上):146-147.
[25]杨序斌,张磊,傅建民.一般学习模型下亲社会媒体接触对亲社会行为倾向影响的研究[J].青年与社会,2014(1上):223.