自主支持、寻求帮助和成就之间的纵向联系

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-11-19 DOI:10.1016/j.lindif.2024.102583

Jianzhong Xu

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引用次数: 0

摘要

本研究借鉴自我决定理论和自我调节理论，采用交叉滞后面板模型研究教师和家长的自主支持、寻求帮助与数学成绩之间的纵向关系。中国有 1055 名八年级学生参与了这项研究。通过一学年内收集的两波数据，研究揭示了(a) 教师自主支持与成绩之间，以及(b) 教师自主支持与寻求帮助之间的正向互惠效应。此外，之前寻求帮助的程度越高，之后家长自主支持的程度就越高，而之前取得的成绩越高，之后寻求帮助的程度就越高。本研究通过同时研究和区分自主支持的两个来源--教师和家长--寻求帮助与成绩之间的双向关系，对现有文献进行了扩展。

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Longitudinal associations between autonomy support, help seeking, and achievement

Drawing from self-determination theory and self-regulation theory, this study applied cross-lagged panel model to investigate the longitudinal relationships between teacher and parent autonomy support, help seeking, and mathematics achievement. A sample of 1055 eighth-grade students in China participated. With two waves of data collected over the course of one school year, the study revealed positive reciprocal effects between (a) teacher autonomy support and achievement, and (b) teacher autonomy support and help seeking. Furthermore, higher prior help seeking led to higher subsequent parent autonomy support while higher prior achievement resulted in higher subsequent help seeking. This study extends extant literature, by simultaneously examining and differentiating the bidirectional relationships between two sources of autonomy support – teacher and parent – help seeking, and achievement.

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).