中学生师生关系对学习投入的影响：归因方式和自我效能感的链式中介作用
The Effect of Teacher-Student Relationship on Learning Engagement: The Chain Mediating Effect of Attribution Style and Self-Efficacy
摘要: 为探究归因方式和自我效能感在中学生师生关系与学习投入之间的作用机制，使用问卷调查法对辽宁和山东四所普通中学的480名学生进行调查。结果发现：1) 中学生师生关系、归因方式、自我效能感和学习投入显著相关。2) 师生关系亲密性直接正向预测学习投入；师生关系冲突性直接负向预测学习投入。3) 学业归因方式、自我效能感在正向师生关系与学习投入之间中起链式中介作用。
Abstract: In order to explore the effect of attribution style and self-efficacy on the relationship between teacher-student relationship and learning engagement of middle school students, 480 middle school students in four middle schools in Liaoning and Shandong Province were investigated by questionnaires. The results showed that: 1) student-teacher relationship, attribution style, self-efficacy and learning engagement were significantly correlated with each other; 2) the inti-macy between teachers and students directly predicted learning engagement positively, whereas conflict between teachers and students directly predicted learning engagement negatively; 3) academic attribution style and self-efficacy played a chain mediating role in the relationship be-tween positive teacher-student relationship and learning engagement.
文章引用：罗帅, 王国芳 (2019). 中学生师生关系对学习投入的影响：归因方式和自我效能感的链式中介作用. 心理学进展, 9(6), 1094-1101. https://doi.org/10.12677/AP.2019.96135

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