拒学青少年学习动机缺失的特点及其原因

Characteristics and Causes of Academic Motivation Deficit in Adolescents with School Refusal Behavior

摘要: 本研究聚焦于拒学青少年学习动机缺失这一核心因素，探讨学习动机缺失与青少年拒学行为之间的关联及其前因与调节机制，采用问卷调查法对158名拒学青少年进行调查。结果表明：(1) 学习动机缺失与拒学行为之间存在显著且较强的正相关；(2) 父亲过度教养与青少年拒学行为呈显著正相关，母亲过度教养与拒学行为的关联不显著；(3) 学习动机缺失在父亲过度教养与拒学行为之间起完全中介作用；(4) 学校归属感调节了学习动机缺失与拒学行为之间的关系：高学校归属感能够缓冲学习动机缺失与拒学行为的正向关联。本研究揭示了学习动机缺失在拒学行为中的核心关联地位，并发现了父亲过度教养与学习动机缺失的关联以及学校归属感的保护性调节路径，从动机视角出发为家校协同干预青少年拒学行为提供了实证依据。

Abstract: This study focuses on the lack of learning motivation among school-refusing adolescents as a core, examining the association between academic motivation deficit and school refusal behavior, as well as its antecedents and moderating mechanisms. A questionnaire survey was administered to 158 adolescents exhibiting school refusal behavior. The results indicate that: (1) there is a significant and strong positive correlation between academic motivation deficit and school refusal behavior; (2) paternal overparenting is significantly positively correlated with adolescent school refusal behavior, whereas the correlation between maternal overparenting and school refusal behavior is not significant; (3) academic motivation deficit fully mediates the relationship between paternal overparenting and school refusal behavior; and (4) school belongingness moderates the relationship between academic motivation deficit and school refusal behavior, such that a high level of school belongingness buffers the positive association between academic motivation deficit and school refusal behavior. This study reveals the central correlational role of academic motivation deficit in school refusal behavior, identifies the association between paternal overparenting and academic motivation deficit, and demonstrates the protective moderating pathway of school belongingness, thereby providing empirical evidence from a motivational perspective for home‑school collaborative interventions targeting adolescent school refusal behavior.