中国青少年感知到的教师心态信念如何影响他们的学校参与:感知到的课堂目标结构和青少年心态信念的作用

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Xiaoyu Jia, Ping Li, Jing Zhao, Yuchi Zhang
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引用次数: 0

摘要

学生对教师心态信念(TMB)的感知与他们的学校投入(SSE)相关。基于SSE的情境-个人相互作用,考虑了感知课堂目标结构(CGS)和学生心态信念(SMB)。对1071名高中生的数据进行了分析。结果表明,CGS显著中介了知觉班主任固定心态信念与主观幸福感之间的负相关关系。那些认为校长支持与课堂表现目标结构(PGS)而不是掌握目标结构(MGS)环境相一致的更固定的心态信念的学生预测更少的参与。中小企业在其中起着调节作用。在固定心态信念较低的学生中,MGS对SSE的影响更强,而PGS对SSE的影响仅在固定心态信念较高的学生中显著。这些研究结果证实了SSE的社会文化语境发展理论,说明了在教师中灌输成长心态的价值,以及课堂-学生动机系统对提高青少年参与的适应性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How adolescents’ perceived teachers’ mindset beliefs influence school engagement in China: Roles of perceived classroom goal structures and adolescents’ mindset beliefs
Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.
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来源期刊
School Psychology International
School Psychology International PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.90
自引率
8.70%
发文量
40
期刊介绍: The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer
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