藏族中学生学习动机对学业成绩的影响：有调节的中介模型
The Effect of Motivation on Academic Achievement among Tibetan Middle School Students: A Moderated Mediation Model
DOI: 10.12677/ae.2024.144487, PDF,   
作者: 杨熙玥：西南交通大学希望学院基础部心理学教研室，四川 成都；赵一博：厦门大学教育学院，福建 厦门
关键词: 学习动机；学业成绩；学业自我效能感；教师关怀行为；有中介的调节模型；Academic Motivation； Academic Achievement； Academic Self-Efficacy； Teacher Caring Behavior； Mediated Moderation Model
摘要: 学业成绩是衡量学生掌握知识水平的重要指标，受到学习动机、教师关怀行为和学业自我效能感等多重因素的显著影响，厘清它们之间的关系以及作用机制对提高学生学业成绩具有重要意义。本研究采用学习动机问卷、教师关怀问卷和学业自我效能感问卷对305名初中生进行测试，并以语数外三科测验成绩总分的平均值作为学业成绩指标。结果表明：1) 学习动机、教师关怀行为、学业自我效能感均与学业成绩正相关；2) 教师关怀行为在学习动机对学业自我效能感的影响中起调节作用。学生感受到的教师关怀行为水平越高，学业成绩表现越好，且其学习动机对学业成绩的预测作用越强；3) 教师关怀行为的调节作用部分通过学业自我效能感这一中介变量实现。本研究构建了一个基于个体因素(学习动机和学业自我效能感)和社会环境因素(教师关怀行为)共同影响学业成绩的理论模型，有利于人们深入理解学习动机影响学业成绩的内在机制，为提升藏族中学生学生学业成绩提供了理论依据和实证支持。
Abstract: Academic performance is an important indicator of students’ mastery of knowledge, which is significantly affected by multiple factors such as motivation, teacher caring behavior and academic self-efficacy, and it is important to clarify their relationship and the mechanism of action to improve students’ academic performance. In this study, 305 junior high school students were tested with the Learning Motivation Questionnaire, the Teacher Care Questionnaire, and the Academic Self-Efficacy Questionnaire, and the average of the total scores of the three tests was used as an indicator of academic performance. The results showed that: 1) Academic motivation, teacher caring behavior, and academic self-efficacy were positively related to academic achievement; 2) Teacher caring behavior played a moderating role in the influence of academic motivation on academic self-efficacy. The higher the level of perceived teacher caring behaviors, the better the academic performance, and the stronger the predictive effect of motivation on academic performance; 3) The moderating effect of teacher caring behaviors was partly realized through the mediating variable of academic self-efficacy. This study constructed a theoretical model based on the joint influence of individual factors (motivation and academic self-efficacy) and social environment factors (teacher caring behaviors) on academic performance, which is conducive to an in-depth understanding of the intrinsic mechanism of motivation affecting academic performance, and provides theoretical basis and empirical support for improving the academic performance of Tibetan middle school students.
文章引用：杨熙玥, 赵一博. 藏族中学生学习动机对学业成绩的影响：有调节的中介模型[J]. 教育进展, 2024, 14(4): 122-132. https://doi.org/10.12677/ae.2024.144487

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