高中生个人成长主动性与学习投入的关系：感知教师情感支持的中介作用

The Relationship between Personal Growth Initiative and Academic Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

摘要: 目的：积极响应国家二十大号召，发展高质量的教育体系，了解高中生的个人成长主动性、感知教师情感支持、学习投入现状，探讨个人成长主动性对高中生学习投入的影响，以及感知教师情感支持的中介作用，为提高高中生的学习投入的水平提高参考依据，呼吁重视高中生个人成长主动性的提升。方法：采用个人成长主动性量表、感知教师情感支持量表、学习投入量表对吉安市474名高中生进行问卷调查，并通过SPSS22.0以及Process3.3插件Model4进行数据分析。结果：1) 高中生的个人成长主动性得分为(4.00 ± 0.71)分，存在年级上的差异；感知教师情感支持水平为(3.41 ± 0.74)分，普遍处于良好水平，在年级和性别上均存在差异；学习投入水平为(3.11 ± 0.82)分，普遍处于中等水平；2) 高中生个人成长主动性与学习投入以及感知教师情感支持呈显著正相关(r = 0.520, 0.346, p < 0.01)；3) 个人成长性越高的学生，感知教师情感支持和学习投入的水平也越高；4) 感知教师情感支持在个人成长主动性和学习投入之间存在部分中介，通过Bootstarp技术检验中介效应量占总效应14%。结论：立足学生视角，基于自我决定理论，通过提高高中生个人成长主动性，激发学生的内在学习动机，使得学生更加关注自身成长与发展。在学习遇到困难更倾向于向老师寻求帮助，感知到更多教师情感支持的同时，更愿意主动花时间和精力在学习上。

Abstract: Purpose: To respond positively to the call of the 20th National Congress to develop a high-quality education system, to understand the current situation of high school students’ personal growth initiative, perceived teachers’ emotional support, and learning engagement, to explore the impact of personal growth initiative on high school students' learning engagement, and the mediating role of perceived teachers’ emotional support, to improve the reference basis for improving high school students' learning engagement, and to call for attention to the personal growth initiative of high school students. The study was conducted in order to improve the level of high school students’ commitment to learning, and to call for attention to high school students’ personal growth initiative. Methods: A questionnaire survey of 474 high school students in Ji’an City was conducted using the Personal Growth Initiative Scale, Perceived Teacher Emotional Support Scale, and Learning Commitment Scale, and the data were analyzed by SPSS22.0 and Model4 of Process3.3 plug-in. Results: 1) The personal growth initiative score of high school students was (4.00 ± 0.71), with differences in grade levels; the level of perceived teacher emotional support was (3.41 ± 0.74), generally at a good level, with differences in grade levels and gender; the level of learning engagement was (3.11 ± 0.82), generally at a moderate level; 2) High school students' personal growth initiative was significantly positively correlated with learning engagement and perceived teacher emotional support (r = 0.520, 0.346, p < 0.01); 3) The higher the personal growth, the higher the level of perceived teacher emotional support and learning engagement; 4) Perceived teacher emotional support partially mediated the relationship between personal growth initiative and learning engagement, which was examined by the Bootstarp technique to test the amount of mediating effects accounted for 14% of the total effect. Conclusion: Based on students’ perspectives, based on the self-determination theory, by improving high school students’ personal growth initiative and stimulating students’ intrinsic motivation to learn, students become more concerned about their own growth and development. They are more inclined to seek help from teachers when they encounter difficulties in learning, and they are more willing to spend time and energy on learning voluntarily when they perceive more emotional support from teachers.