流动儿童学习价值观对学校幸福感的影响:学业自我效能感的调节作用

发布时间：2018-01-16 13:02

本文关键词：流动儿童学习价值观对学校幸福感的影响:学业自我效能感的调节作用　出处：《中国特殊教育》2017年08期 　论文类型：期刊论文

【摘要】：学校幸福感是学校教育的重要质量指标,许多国家都将其纳入教育评价体系以检讨自身的教育系统。学校幸福感与学生的学业成绩有关,学习价值观和学业自我效能感也影响学生的学业成绩。本研究以1167名3~6年级流动儿童为被试,采用问卷调查法,考察了流动儿童学习价值观、学校幸福感的现状,以及学校幸福感与学习价值观、学业自我效能感之间的关系。结果发现:流动儿童学习价值观较好,学校幸福感较高;流动儿童学习价值观、学业自我效能感与学校幸福感之间两两显著相关;流动儿童学业自我效能感在学习价值观与学校幸福感之间发挥调节作用。对于学业自我效能感高的流动儿童,学习价值观对其学校幸福感的影响更为敏感。
[Abstract]:School well-being is an important quality indicator of school education. Many countries have included it in the educational evaluation system to review their own educational system. School happiness is related to students' academic performance. Learning values and academic self-efficacy also affect the academic performance of students. In this study, 1167 floating children in grade 3 or 6 were investigated by questionnaire. The present situation of school well-being and the relationship between school happiness and learning values and academic self-efficacy. The results showed that floating children had better learning values and higher school well-being; Floating children's learning values, academic self-efficacy and school well-being were significantly related to each other; The academic self-efficacy of floating children plays a regulatory role between learning values and school well-being, and for floating children with high academic self-efficacy, the influence of learning values on school well-being is more sensitive.
【作者单位】：中国教育科学研究院德育与心理特教研究所;
【基金】：中国教育科学研究院基本科研业务费专项资金一般项目“在京流动儿童学校幸福感现状、影响因素及干预研究”(课题批准号:GYC2016013)的成果
【分类号】：B844.1
【正文快照】： 1问题提出学校幸福感是学生在与学校中的人、事、物以及由此而形成的社会心理环境进行交互作用的结果,指20世纪80年代以来,我国流动人口的结构发生学生基于自定标准对其学校生活的评价与体验[8],学了重大变化,由最初单独个体的流动逐步过渡到“家校幸福感与学生的学业进步、能

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