留守初中生教师支持与学业适应:人格的调节作用

发布时间：2018-03-03 19:22

本文选题：农村留守初中生　切入点：学业适应　出处：《中国特殊教育》2017年02期 　论文类型：期刊论文

【摘要】：通过对318名农村留守初中生进行问卷调查,考察其学业适应的特点及人格特征在感知到的教师支持与学业适应之间的调节作用。结果发现:(1)农村留守初中生学习态度适应最好,人际环境适应、学习方法适应次之,学习任务适应最差;(2)男生在学习任务适应上好于女生,女生在学习态度适应上好于男生;初一、初二学生学习任务适应均好于初三学生;(3)在控制性别和年级后,农村留守初中生感知到的教师支持可以显著正向预测其学业适应,情绪性人格可以调节感知到的教师支持与学业适应之间的关系。即对于具有低情绪性人格特征的农村留守初中生而言,感知到较高教师支持的个体其学业适应极其显著好于感知到较低教师支持的个体。
[Abstract]:A questionnaire survey was conducted among 318 rural left-behind junior high school students to investigate the adjustment of their characteristics of academic adaptation and personality between perceived teacher support and academic adaptation. The results showed that: 1) Learning attitude adaptation of rural left-behind junior high school students was the best. Adaptation of interpersonal environment, adaptation of learning methods, adaptation of learning tasks (2) boys are better than girls in adapting to learning tasks, and girls are better than boys in adapting to learning attitudes. After controlling gender and grade, the perceived teacher support of rural left-behind junior high school students can significantly positively predict their academic adaptation. Emotional personality can regulate the relationship between perceived teacher support and academic adaptation. The individuals who perceived higher teacher support had significantly better academic adaptation than those who perceived lower teacher support.
【作者单位】：山东师范大学心理学院;
【基金】：山东省社会科学规划一般项目“母亲教养行为与青少年内化问题的关系:一项短期纵向研究课题”(项目批准号:15CJYJ09)的成果之一山东省高等学校优秀骨干教师国际合作培养项目经费山东省“十二五”特色重点学科(发展与教育心理学)的资助
【分类号】：G444

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