教师支持如何影响初中生外化问题行为——基于CEPS数据的实证研究
How Teacher Support Affects Externalizing Problem Behaviors in Junior High School Students——An Empirical Study Based on CEPS Data
陈曦萌 1谭小凤1
作者信息
- 1. 南宁师范大学 职业技术师范学院,南宁 530001
- 折叠
摘要
运用目前最新的"中国教育追踪调查"(CEPS)2014-2015 学年追访调查数据,探讨教师支持对初中生外化问题行为的影响及其作用机制.研究发现:教师支持显著负向预测初中生的外化问题行为.进一步中介效应分析发现,同伴关系在教师支持与外化问题行为之间起部分中介作用.此外,情绪弹性在教师支持与同伴关系之间具有负向调节作用,即与高情绪弹性的初中生相比,低情绪弹性的初中生通过教师支持影响同伴关系的作用更强.研究结果启示应凸显同伴关系与教师支持对初中生外化问题行为的保护性作用,尤其要关注低情绪弹性初中生的同伴关系与行为表现.
Abstract
This study uses the latest data of the China Education Tracking Survey(CEPS)for the 2014-2015 school year to explore the impact of teacher support on the externalizing problem behaviors of middle school students and its mechanism.The study found that teacher support significantly negatively predicted the externalizing problem behavior of junior high school students.Further analysis of the mediating effect shows that peer relationship plays a partial mediating role between teacher support and externalizing problem behavior.In addition,emotional resilience has a negative regulating effect on the relationship between teacher support and peer relationship,that is,junior middle school students with low emotional resilience have a stronger effect on peer relationship through teacher sup-port than junior middle school students with high emotional resilience.The research results suggest that the protec-tive effect of peer relationship and teacher support on the externalizing problem behavior of junior middle school students should be highlighted,especially the peer relationship and behavior performance of junior middle school students with low emotional resilience.
关键词
初中生/教师支持/外化问题行为/同伴关系/情绪弹性Key words
junior high school students/teacher support/externalizing problem behavior/peer relationship/emotional resilience引用本文复制引用
基金项目
教育部人文社会科学研究项目(2019)(19YJC880010)
广西壮族自治区职业教育教学改革研究重点项目(2022)(GXGZJG2022A060)
广西教育现代化与质量监测研究中心开放课题(2022)(JC2022005)
出版年
2024
NETL
NSTL
万方数据