中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用
Self-Efficacy Mediate the Association between Social Support and Learning Persistence in Middle School Students in Mathematics

以北京市通州区一所普通中学的228名初一和初二学生为被试,采用领悟社会支持量表、数学自我效能感和数学学习坚持性问卷,考察在中学生数学学习中不同来源的社会支持对数学学习坚持性的影响,并检验数学自我效能感在其中的中介作用。结果发现:(1)社会支持中的教师支持和同伴支持能够显著正向预测数学学习坚持性水平,而父母支持的预测作用不显著;(2)数学自我效能感在同伴支持和数学学习坚持性之间起完全中介作用,在教师支持和数学学习坚持性之间起部分中介作用。
The current study aimed to investigate the mediating effect of mathematics self-efficacy on the relationship between social support and learning persistence among 228 middle school students in mathematic. The results showed that:(1) Social support, especially teachers' support and friends' support significantly predicted the level of learning persistence. (2) Mathematics self-efficacy was proved to fully mediate the association between friends' support and learning persistence, and partly mediate the relationship between teachers' support and learning persistence.