高中生教师期望知觉、学习动机、学习成绩和实现幸福感的关系

发布时间：2018-05-16 20:20

本文选题：教师期望知觉 + 学习动机　；参考：《现代中小学教育》2014年09期

【摘要】：为探讨高中生教师期望知觉与实现幸福感间的关系以及学习动机和学习成绩在该过程中的作用,本文采用教师期望知觉量表、学习动机量表、自评学习成绩和实现幸福感量表对750名高中生进行调查,采用结构方程模型建模的方法对学习动机和学习成绩在教师期望知觉和实现幸福感间的多重中介效应进行检验。结果表明:教师期望知觉显著正向影响实现幸福感;学习动机在教师期望知觉和实现幸福感间起部分中介作用;学习成绩在教师期望知觉和实现幸福感间起部分中介作用;学习动机和学习成绩同时在教师期望知觉和实现幸福感间起部分中介作用。研究结论:学习动机和学习成绩在教师期望知觉和实现幸福感间起多重中介作用。
[Abstract]:In order to explore the relationship between teachers' expectation perception and well-being, and the role of learning motivation and learning achievement in the process, this paper adopts the teacher expectation perception scale, the learning motivation scale. 750 high school students were investigated by self-rated learning achievement and achievement well-being scale, and the multiple mediating effects of learning motivation and learning achievement between teachers' expectation perception and well-being were tested by using structural equation modeling method. The results show that: teachers' expectation perception has a significant positive effect on the achievement of well-being, learning motivation plays a part of intermediary role between teachers' expectation perception and achieving well-being, learning achievement plays a part intermediary role between teachers' expectation perception and achieving well-being; Both learning motivation and learning achievement play an intermediary role in teachers' perception of expectation and realization of well-being. Conclusion: learning motivation and achievement play an important role in teachers' expectation perception and happiness.
【作者单位】：河南大学教育科学学院;
【基金】：河南大学校内科研基金重点项目(2012ZRZD05)
【分类号】：G444

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