| 高中生物理和化学学科中同伴学业支持与学业情绪的关系:学习效能感的中介作用和性别的调节作用 |
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| 引用本文： | 李奕萱,王泽宇,周铭扬,杨玉川,赵敏翔,董妍. 高中生物理和化学学科中同伴学业支持与学业情绪的关系:学习效能感的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(1): 58-67. DOI: 10.16187/j.cnki.issn1001-4918.2023.01.07 |
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| 作者姓名： | 李奕萱 王泽宇 周铭扬 杨玉川 赵敏翔 董妍 |
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| 作者单位： | 中国人民大学心理学系, 北京 100872 |
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| 摘 要： | 研究发现学习效能感会受到同伴支持的影响，同时它又是影响学生学业状况的重要前因变量。根据控制价值理论，本研究通过对3329名高一和高二学生的调查，考察在物理和化学学科中，学习效能感是否会在同伴学业支持和学业情绪中起到中介作用。发现：(1)同伴学业支持和学习效能感呈显著正相关；两者与高兴学业情绪显著正相关，与厌倦学业情绪显著负相关；(2)在控制了年龄、年级、性别和地域后，学习效能感在同伴学业支持和高兴学业情绪中起部分中介作用，在同伴学业支持和厌倦学业情绪中起完全中介作用；(3)在物理学科中，性别调节了学习效能感和学业情绪的关系。本研究验证并拓展了控制价值理论，对于如何提高中学生物理和化学学习的积极情绪有借鉴意义。
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| 关 键 词： | 同伴学业支持 学业情绪 学习效能感 性别 |
The Relation between Peer Academic Support and Academic Emotions in High School Physics and Chemistry: The Mediation Role of Academic Self-efficacy and the Moderation Role of Gender |
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| LI Yixuan,WANG Zeyu,ZHOU Mingyang,YANG Yuchuan,ZHAO Minxiang,DONG Yan. The Relation between Peer Academic Support and Academic Emotions in High School Physics and Chemistry: The Mediation Role of Academic Self-efficacy and the Moderation Role of Gender[J]. Psychological Development and Education, 2023, 39(1): 58-67. DOI: 10.16187/j.cnki.issn1001-4918.2023.01.07 |
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| Authors: | LI Yixuan WANG Zeyu ZHOU Mingyang YANG Yuchuan ZHAO Minxiang DONG Yan |
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| Affiliation: | Department of Psychology, Renmin University of China, Beijing 100872 |
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| Abstract: | Previous studies have found that academic self-efficacy was influenced by peer support, and it was also an important antecedent variable that affected students' academic performance. Based on the control-value theory, this study investigated whether academic self-efficacy could mediate the relationship between peer academic support and academic emotions in physics and chemistry through a survey of 3,329 students in grade 10 and grade 11. Results showed that:(1) There was a significantly positive association between peer academic support and academic self-efficacy; They were positively correlated with enjoyment academic emotion and negatively correlated with boredom academic emotion; (2) After controlling for the age, grade, gender, and area, academic self-efficacy played a partial mediating role between peer academic support and enjoyment academic emotion, and a complete mediating role between peer academic support and boredom academic emotion; (3) In physics, gender moderated the relationship between academic self-efficacy and academic emotion. These results verified and expanded the control-value theory, which has significant implications in improving the positive emotions of middle school students on learning physics and chemistry. |
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| Keywords: | peer academic support academic emotions self-efficacy gender |
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