感知教师自主支持和自我决定技能表达:非裔美国高中生学生参与的预测因子

IF 2.5 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Janise S. Parker, Leandra Parris, Megan Lau, Angela Dobbins, Lauren Shatz, Scott Porush, Bryan Wilkins
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引用次数: 8

摘要

本研究以145名九至十二年级非裔美国高中生为研究对象,探讨学生投入与教师自主支持和自我决定技能表达的关系。首先,我们考察了男女学生参与、教师自主支持感知和自决技能表达的差异。结果表明,男女学生在课堂参与程度、认为老师支持他们的自主性和表达自决指标方面没有显著差异。其次,回归分析显示,教师自主支持感知和自我决定技能表达显著,是学生课堂投入的正向预测因子。另一个中介模型表明,自决技能表达在感知教师自主支持和学生参与之间起中介作用。提出了支持非裔美国高中生自主和自决技能表达的策略,以及未来研究的局限性和方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students
This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.
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来源期刊
Journal of Black Psychology
Journal of Black Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
8.00
自引率
5.80%
发文量
22
期刊介绍: The Journal of Black Psychology publishes scholarly contributions within the field of psychology toward the understanding of the experience and behavior of Black populations. This includes reports of empirical research and discussions of the current literature and of original theoretical analyses of data from research studies or programs. Therefore, the Journal publishes work in any of the areas of cognition, personality, social behavior, physiological functioning, child development, education, and clinical application, in addition to empirical research and original theoretical formulations outside traditional boundaries, all integrated by a focus on the domain of Black populations and the objective of scholarly contributions.
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