教师关怀行为与学生学业成绩的关系:学习效能感的中介作用
The Relationship of Teachers' Caring Behavior and Students' Academic Development: The Mediating Role of Learning Self-efficacy

采用教师关怀行为问卷、学生学习效能感问卷调查1430名中学生,考察教师关怀行为、学生学习效能感和学业成绩之间的关系.结果发现:(1)教师关怀行为的得分高于“3”,达到了3.54;学生的学习效能感的得分也比较高,得分为3.73;(2)教师关怀行为、学生学习效能感和学生的学业成绩及其各维度之间存在着显著的正相关;(3)学生学习效能感在教师关怀和学生的学业成绩之间起着部分中介作用,其中介效应值为0.25,并且学习效能感的两个维度中的学习能力效能感的中介效应(效应值为0.18)大于学习行为效能感(效应值为0.04)的中介效应.
This study discusses how the Chinese middle school students' learning self-efficacy plays a mediating role between the teachers' caring behavior and the students' academic Performance. This study investigates 1340 middle school students by using teachers' caring behavior questionnaire and the Chinese version of the students' learning self-efficacy questionnaire, and collects their midterm test scores. Result: (1) Teachers' caring behavior score is higher than “3”; Students' learning self-efficacy has a high score, score of 3.73. (2)Correlation results show that there was a significantly Positive correlation among the teachers' caring behavior, middle school students' learning self-efficacy and academic Performance. (3)Middle school students learning self-efficacy Plays a Partial mediating role between the teachers' caring behavior and the student's academic Performance, effect value is 0.25; Learning Self-efficacy contained two constructs, Learning ability self-efficacy and Learning behavior self-efficacy, Learning ability self-efficacy could explain Partial variance of Teachers' Caring Behavior (effect value is 0.18) and Students' Academic Development and Play Partial-mediating role, and so did Learning behavior self-efficacy (effect value is 0.04); Learning ability self-efficacy could explain more variance and mediate the relationship more.