成就价值、教师自主支持和教师学业压力在促进高中生学业参与中的作用

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2023-01-19 DOI:10.1177/01430343221150748

Taerim Lee, So E. Hong, Jieun Kang, S. M. Lee

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引用次数: 2

摘要

本研究采用基于层次线性模型的分析方法，考察了个体和情境因素(学生和课堂)对学习投入的影响。本研究的参与者包括来自韩国42个教室的906名高中生(42.7%)。我们确定成就价值和教师自主支持在学生和课堂层面上对学业投入都有统计学上显著的积极影响。然而，教师的学业压力仅在课堂层面上对学业投入有积极影响。学生与课堂水平、成就价值(LV1)与自主支持(LV 2)、教师学业压力(LV1)与成就价值(LV 2)、教师学业压力与学业价值(LV 2)的跨水平交互效应，以及两个水平对教师学业压力的交互效应。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

This study investigated the effects of individual and contextual factors (students and classrooms) on academic engagement by adopting an analytical approach based on hierarchical linear modeling. The participants in this study included 906 high school students (42.7% male) from 42 classrooms in South Korea. We established that achievement value and teachers’ autonomy support had a statistically significant positive impact on academic engagement at both the student and classroom levels. However, teachers’ academic pressure had a positive impact on academic engagement only at the classroom level. Cross-level interaction effects between the student and classroom levels, achievement value (LV 1) and autonomy support (LV 2), teachers’ academic pressure (LV1) and achievement value (LV 2), and those on teachers’ academic pressure at both levels were also identified.

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

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