自我同情与感知教师支持匹配对中学生日常性学习动机复原力的影响——基于多项式回归与响应面分析
The Effect of Self-Compassion and Perceived Teacher Support Matching on the Daily Learning Motivational Resilience of Secondary School Students—Based on Polynomial Regression and Response Surface Analysis
DOI: 10.12677/ap.2026.162109, PDF,    科研立项经费支持
作者: 周颖琳*：天津师范大学心理学部，天津；王晓庄：天津师范大学心理学部，天津；教育部人文社会科学重点研究基地，天津师范大学心理与行为研究院，天津；杨贺明, 安晓镜#：邢台学院教科部，河北 邢台
关键词: 日常性学习动机复原力；自我同情；感知教师支持；多项式回归与响应面分析；Learning Motivational Resilience； Self-Compassion； Perceived Teacher Support； Polynomial Regression and Response Surface Analysis
摘要: 根据“学习动机复原力与易感性模型”，日常性学习动机复原力包括投入/不满、适应性应对/非适应性应对、再投入/放弃三个维度，个人资源和人际资源作为内外部因素，对于日常性学习动机复原力的影响具有联合效应。然而，关于联合效应的实证研究较为欠缺。本研究以自我同情与教师支持为内外部因素，对3150名中学生开展问卷调查。采用多项式回归与响应面分析方法，考察自我同情与感知教师支持一致性(水平匹配)与不一致性(水平失衡)对日常性学习动机复原力的影响。结果表明：(1) 在二者一致性条件下，自我同情与感知教师支持水平均高时，学生的投入水平更高、采取更多的适应性应对、再投入的水平更高，即产生协同效应。反之则不满水平更高、采取更多的非适应性应对、放弃的水平更高，即产生匮乏效应。(2) 在二者不一致性条件下，相较自我同情低–感知教师支持高而言，自我同情高–感知教师支持低时，学生的投入水平更高、采用更多的适应性应对、再投入的水平更高。即当感知教师支持不足时，自我同情产生更强的补偿效应。本研究为开展日常性学习动机复原力干预提供了研究证据。
Abstract: According to the “Learning Motivation Resilience and Susceptibility Model”, daily learning motivational resilience includes three dimensions: engagement/dissatisfaction, adaptive coping/non-adaptive coping, and re-engagement/abandonment. Personal resources an interpersonal resources have combined influence effects on daily learning motivational resilience. However, empirical research on the combined effects is lacking. This study conducted a questionnaire survey on 3150 secondary school students based on self-compassion and perceived teacher support as internal and external factors. Polynomial regression and response surface analysis were used to investigate the effects of self-compassion and perceived teacher support consistency (level matching) and inconsistency (level imbalance) on daily learning motivational resilience. The results show that: (1) Under the condition of consistency between the two, when the level of self-compassion and perceptual teacher support is high, the level of students’ engagement is higher, adaptive strategies are more adopted, and the level of re-engagement is higher, that is, there is a synergistic effect. Conversely, the level of dissatisfaction is higher, non-adaptive responses are more adopted, and the level of abandonment is higher, that is, the deprivation effect is produced. (2) Under the inconsistency of the two, compared with low self-compassion and high perceived teacher support, when self-compassion is high and perceived teacher support is low, students’ level of engagement is higher, adaptive coping is more adopted, and the level of re-engagement is higher. That is, when perceived teacher support is insufficient, self-compassion has a stronger compensatory effect. This study provides research evidence for routine learning motivational resilience interventions.
文章引用：周颖琳, 王晓庄, 杨贺明, 安晓镜 (2026). 自我同情与感知教师支持匹配对中学生日常性学习动机复原力的影响——基于多项式回归与响应面分析. 心理学进展, 16(2), 479-495. https://doi.org/10.12677/ap.2026.162109

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