父母教育卷入对数困生学习投入的影响——一个有调节的中介模型
The Effect of Parental Educational Involvement on the Learning Engagement of Mathematics Learning Difficulty Students——A Moderated Mediation Model
周佩灵 1周悦 2王怡冉 2杨洋 2张程理2
作者信息
- 1. 河南大学 教育学部,河南 开封 475004;河南省学前教育研究中心,河南 开封 475004
- 2. 河南大学 教育学部,河南 开封 475004
- 折叠
摘要
数困生在学习投入上的乏力与贫困,已成为制约并阻碍其良性学习行为塑造及学业成就提升的深层羁绊.为厘清影响数困生投入状态的多维因素及作用机制,切实提升数困生的学习投入水平、进而促进其学业进步,采用整群抽样的方式,对 2 个省6 个地市的229 名数困生进行了问卷调查.结果表明:父母教育卷入与数困生学习投入显著正相关,且能直接预测数困生学习投入;父母教育卷入能通过学生自我教育期望间接影响数困生的学习投入;学校归属感在学生自我教育期望与学习投入之间具有调节作用.
Abstract
The inability and poverty of mathematics learning difficulty students in terms of their commitment to learning has become a deep-seated constraint that restricts and hinders the shaping of their virtuous learning behaviors and the enhancement of academic achievements.In order to clarify the multidimensional factors and mechanisms affecting the engagement status of mathematics learning difficulty students,and to effectively improve the level of their learning engagement,229 mathematics learning difficulty students were investigated by a survey questionnaire.The results showed that parental education engagement positively predicted students'learning engagement;self-educational expectation partially mediated the mediation between parental education engagement and their learning engagement;and the sense of school belonging moderated the second half of the mediation effect.The study reveals the intrinsic mechanism between parental education engagement and learning engagement with mathematics learning difficulty students,which provides useful lessons and references for improving the learning difficulties of mathematics learning difficulty students.
关键词
数困生/父母教育卷入/学习投入/自我教育期望/学校归属感Key words
mathematics learning difficulty students/parental educational involvement/learning engagement/self-educational expectation/school belonging引用本文复制引用
出版年
2024
国家科技期刊平台
NSTL
万方数据