竞争与合作课堂气氛对中学生学业求助的影响

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-02-11 DOI:10.1016/j.lindif.2025.102647

Yi Yang , Ru-De Liu , Yi Ding , Jia Wang , Yanyan Chen , Hongjing Zhou , Xiantong Yang

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引用次数: 0

摘要

教育研究者和实践者关注促进自我调节学习的因素，包括寻求帮助作为一种关键策略。本研究探讨课堂气氛对中学生学业求助行为的影响。研究了学业自我效能感的调节作用和求助威胁的中介作用。研究1 （n = 487）采用问卷调查来检验变量间的关联。研究2 （n = 129）处理自变量，研究3 （n = 172）处理自变量和中介变量，研究4 （n = 109）处理中介变量。结果表明，竞争性课堂气氛减少了适应性求助，增加了回避和权宜之计求助。相反，合作课堂气氛表现出相反的模式。寻求帮助的威胁在这些关系中起中介作用，学业自我效能感缓冲了寻求帮助的威胁对寻求帮助行为的负面影响。我们的研究结果为培养学生的自主学习能力提供了启示。

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The influence of competitive and cooperative classroom climate on middle school students' academic help seeking

Educational researchers and practitioners focus on factors that promote self-regulated learning, including help seeking as a crucial strategy. This study explores how classroom climate influences middle school students' academic help seeking. It also examines the mediating role of help seeking threat and the moderating role of academic self-efficacy. Study 1 (n = 487) used questionnaires to examine variable associations. Three experimental vignette studies followed: Study 2 (n = 129) manipulated the independent variable, Study 3 (n = 172) manipulated both the independent variable and mediator, and Study 4 (n = 109) manipulated the mediator. The results showed that competitive classroom climate decreased adaptive help seeking and increased avoidance and expedient help seeking. Conversely, cooperative classroom climate exhibited the opposite patterns. Help seeking threats mediated these relationships, and academic self-efficacy buffered the negative effect of help seeking threat on help seeking behaviors. Our findings provide insights for fostering students' self-regulated learning.

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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).