中国临床心理学杂志

初中生感知教师支持行为对学业成就的影响:有中介的调节效应

作者：陈彦垒¹ 郭少阳¹ 2

单位：1. 聊城大学教科院聊城 252059
2. 江西师大心理学院南昌 330027

分类号：R395.6

出版年,卷(期):页码：2016,24(2):332-337

摘要：

目的：以学生感知教师支持行为通过成就动机影响学业成就的中介模型为基础，以感恩作为调节变量考察感知教师支持行为在何时影响成就动机和学业成就。方法：在控制了社会赞许性后，采用学生感知教师支持行为问卷、感恩问卷、成就动机量表对1379名初中生进行调查。结果：①感知教师支持行为对学业成就有正向的预测作用。②感恩在感知教师支持行为与学业成就的关系中起调节作用；③这种调节作用以成就动机为中介变量。因此，感恩调节的感知教师支持行为通过成就动机对学业成就产生影响。结论：研究揭示了感知教师支持行为“怎样”影响学业成就及这种影响“何时”更强或更弱，对优化教师教学行为和提高青少年的学业成就具有理论意义。

Objective:There has been a debate on the effects of the teacher's expectation on students' academic achievement, this study constructed a mediated moderation model in which the influence of perception of teachers' support-ing behavior on academic achievement was moderated by gratitude, and this moderation effect was mediated by achieve-ment motivation. Methods:A total of 1379 junior middle school students were recruited in the study to complete the selfreport questionnaires after controlling social desirability. The self-report questionnaires included the questionnaire of teach-ers' supporting behavior to students, gratitude questionnaire and achievement motivation scale. Results:①Perception of teachers' supporting behavior positively predicted academic achievement. ②Gratitude moderated the relationship between perception of teachers' supporting behavior and academic achievement. ③Achievement motivation mediated this modera-tion effect. Conclusion:The research enriches the connotation of teacher expectancy effect, with theoretical significance to optimize the teacher's teaching behavior and improve the teenagers' academic achievement.

基金项目：

本文受山东省学校德育研究课题（2015-xd-040）和聊城大学科研项目（321021409）资助

作者简介：

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