首页|情感教学技能对青少年学业成绩的影响:学业控制感的中介作用和感知教师接纳的调节作用

情感教学技能对青少年学业成绩的影响:学业控制感的中介作用和感知教师接纳的调节作用

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为探讨情感教学技能对青少年学业成绩的影响及作用机制,采用改编版的情感教学技能问卷、学业控制感量表、感知教师接纳量表对河南省4所中学的1004名青少年进行测查.结果发现:(1)情感教学技能对学业成绩具有显著正向预测作用;(2)学业控制感在情感教学技能与学业成绩的关系之间起中介作用;(3)感知教师接纳在情感教学技能与学业控制感的关系中起调节作用,只有对感知高教师接纳的个体来说,情感教学技能对学业控制感具有显著正向预测作用.研究结果表明,教师接纳作为一种必要条件影响教学技能对学生学业成绩所发挥的作用.研究结果在理论上验证并拓展了成就情绪的控制-价值理论,丰富了学业成绩的前因变量研究,为提高青少年学业成绩提供一定的科学依据;实践上,启示广大一线教育工作者注重提升教学技能的同时,也要改善对学生的态度.
Effect of affective teaching skills on adolescent academic achievement:The mediating role of academic control and the moderating role of perceived teacher acceptance
To explore the relationships and mechanisms between affective teaching skills,academic control,perceived teacher acceptance and academic achievement,the research surveyed 1004 adolescents from 4 middle schools in Henan province,using adapted Affective Teaching Skills Scale,Academic Control Scale and Teacher Subscale of the Approval Support Scale for Children and Adolescents.The main findings were as follows:Affective teaching skills positively predicted academic achievement,academic control mediated the relationship between affective teaching skills and academic achievement.Moreover,perceived teacher acceptance played a moderating role in the relationship between affective teaching skills and academic control.That is,only for individuals with high perceived teacher acceptance,affective teaching skills posi-tively predicted academic control.The results suggest that,as a necessary condition,teacher acceptance affects the influence of teaching skills on students'academic achievement.The results demonstrate and ex-pand the control-value theory of achievement emotions,enrich the research on the antecedents of academic achievement,and provide a basis for improving adolescents'academic achievement.Practically,the current study encourages the front-line educators not only pay attention to improving teaching skills,but also im-prove attitude towards students.

affective teaching skillsacademic controlperceived teacher acceptanceacademic achieve-mentadolescents

何安明、林星、惠秋平、张钰

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信阳师范大学教育科学学院,信阳 464000

情感教学技能 学业控制感 感知教师接纳 学业成绩 青少年

河南省高等教育教学改革研究与实践项目河南省高等教育教学改革研究与实践项目河南省教师教育课程改革研究重点项目河南省高等学校哲学社会科学应用研究重大项目河南省研究生教育改革与质量提升工程项目河南省研究生教育改革与质量提升工程项目河南省研究生教育改革与质量提升工程项目河南省社会科学基金规划项目河南省教育科学规划课题重点项目

2021SJGLX2062021SJGLX4492022-JSJYZD-0172019-YYZD-14YJS2021KC30YJS2022JD29YJS2022AL1122020BJY0312021JKZD12

2024

10.19988/j.cnki.issn.2095-1159.2024.02.007

心理研究
河南大学

心理研究

CHSSCD
影响因子：0.571
ISSN：2095-1159
年,卷(期)：2024.17(2)
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