摘要
为探讨父母自主支持对高中生学习投入的影响及其内在作用机制,使用父母自主支持量表、意向性自我调节问卷、学校联结问卷和中文版学习投入量表对977名高中生进行施测。结果表明:(1)父母自主支持能够显著正向预测高中生的学习投入;(2)意向性自我调节在父母自主支持与学习投入关系中的中介作用显著;(3)父母自主支持影响学习投入的直接效应以及意向性自我调节中介作用的前半路径均受到学校联结的调节。研究结果凸显了家校协同在促进学生发展适应中的重要作用并揭示了其内在机制,对于推动家庭教育、提升学生学习投入和发展适应水平具有现实启示。
To examine the association between parental autonomy support and learning engagement,as well as the underlying mechanism among senior high school students,977 students were recruited to complete a set of scales measuring parental autonomy support,intentional self-regulation,school connectedness and learning engagement.The results showed that:1)parental autonomy support could positively predict high school students’learning engagement;2)the mediating role of intentional self-regulation in parental autonomy support and learning engagement was significant;3)both the direct relation between parental autonomy support and learning engagement,and the mediating effect of intentional self-regulation(the association between parental autonomy support and intentional self-regulation)were moderated by school connectedness.These findings not only highlight the important role of family and school coordination in promoting students’adaptation and the underlying mechanism,but also have practical implications to promote family education and students’adaptation.
作者
武俐
郭元祥
WU Li;GUO Yuanxiang(School of Education,Collaborative Innovation Center of Assessment Toward Basic Education Quality,Central China Normal University Branch,Central China Normal University,Wuhan 430079)
出处
《心理与行为研究》
CSSCI
北大核心
2024年第1期64-70,共7页
Studies of Psychology and Behavior
基金
教育部人文社会科学重点研究基地十四五规划重大项目(22JJD880026)
2023年度中国基础教育质量监测协同创新中心研究生资助课题(BJZK-2023A3-20019)。
关键词
父母自主支持
学习投入
意向性自我调节
学校联结
parental autonomy support
learning engagement
intentional self-regulation
school connectedness
