家庭功能与农村初中生学习投入:学业自我效能感的中介作用

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-03-16 DOI:10.1080/01443410.2023.2190067

Wenhui Qi, Yu Qin, Guoyuan Sang, N. Wang

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引用次数: 0

摘要

摘要本研究通过构建结构方程模型，考察了学业自我效能感在家庭功能和学习投入之间的中介作用。参与者是817名来自中国农村公立初中的学生。这些数据是通过自我报告评估测量家庭功能、学业自我效能感和学习参与度来收集的。研究结果表明，家庭功能与学习投入呈正相关；学业自我效能感显著介导了家庭功能与学习投入之间的相关性。此外，学业自我效能感的中介作用在家庭功能的各个维度上都有所不同。这些发现有助于理解家庭功能和学习参与之间的内在关系，并对改善农村地区弱势学生的学习参与具有启示意义。

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Family functioning and learning engagement of junior high school students in rural China: the mediating effect of academic self-efficacy

Abstract This study examined academic self-efficacy as a mediator in the relationship between family functioning and learning engagement by constructing a structural equation model. The participants were 817 students from public junior high schools in rural China. The data were collected by measuring family functioning, academic self-efficacy, and learning engagement using self-report assessments. The results indicated that family functioning was positively associated with learning engagement; academic self-efficacy significantly mediated the correlation between family functioning and learning engagement. In addition, the mediating effect of academic self-efficacy varied across dimensions of family functioning. These findings contribute to understanding the internal relationship between family functioning and learning engagement, and have implications for improving the learning engagement of disadvantaged students in rural areas.

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.