| 父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用 |
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| 引用本文： | 刘影,柴晓运,龚少英,桑标.父母参与作业的自主动机与小学生积极作业情绪:学生作业自主动机与教师支持的作用[J].心理发展与教育,2017,33(5):577-586. |
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| 作者姓名： | 刘影 柴晓运 龚少英 桑标 |
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| 作者单位： | 1. 脑功能基因组学教育部重点实验室, 华东师范大学心理与认知科学学院, 上海 200062;
2. 北京师范大学发展心理研究院, 北京 100875;
3. 青少年网络心理与行为教育部 重点实验室, 华中师范大学心理学院, 武汉 430079 |
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| 基金项目： | 教育部人文社科规划基于计算机的反馈对学习的影响:中介和调节机制 |
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| 摘 要： | 采用问卷调查法，以702名小学生为被试，探讨了教师支持、父母参与作业的自主动机和学生家庭作业自主动机影响积极数学家庭作业情绪的内在作用机制。结果发现：（1）父母参与作业的自主动机是积极数学家庭作业情绪的预测因素；（2）学生家庭作业自主动机在父母参与作业的自主动机与积极数学家庭作业情绪之间起完全中介作用；（3）教师支持在父母参与作业的自主动机通过学生家庭作业自主动机影响其积极数学家庭作业情绪的过程中起有中介的调节作用。研究表明，教师支持、父母参与作业的自主动机和学生家庭作业自主动机均是学生积极家庭作业情绪的重要影响因素。
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| 关 键 词： | 小学生 教师支持 父母自主动机 学生自主动机 家庭作业情绪 |
The Influence of Parents' Autonomous Motivation on Primary School Students' Emotions in Mathematics Homework: The Role of Students' Autonomous Motivation and Teacher Support |
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| LIU Ying,CHAI Xiaoyun,GONG Shaoying,SANG Biao.The Influence of Parents' Autonomous Motivation on Primary School Students' Emotions in Mathematics Homework: The Role of Students' Autonomous Motivation and Teacher Support[J].Psychological Development and Education,2017,33(5):577-586. |
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| Authors: | LIU Ying CHAI Xiaoyun GONG Shaoying SANG Biao |
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| Institution: | 1. Key Laboratory of Brain Functional Genomics(MOE & STCSM), School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062;
2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
3. Key Laboratory of Adolescent Cyberpsychology and Behavior(CCNU), Ministry of Education;School of Psychology, Central China Normal University, Wuhan 430079 |
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| Abstract: | The present study examined a mediated moderation model which integrated the mediating effect of primary school students' autonomous motivation in mathematics homework and moderating effect of mathematics teacher support between parents' autonomous motivation in mathematics homework and primary school students' positive mathematics homework emotions. 702 students from 4th and 5th grade of five schools were measured using four questionnaires concerning perceived mathematics teacher support, parents' autonomous motivation in mathematics homework, students' autonomous motivation in mathematics homework, and mathematics homework emotions. The main findings were as follows:(1) Parents' autonomous motivation in mathematics homework was positively related to positive mathematics homework emotions. (2) Students' autonomous motivation in mathematics homework could completely mediate the relation between parents' autonomous motivation in mathematics homework and positive mathematics homework emotions. (3) Mathematics teacher support moderated the association between students' autonomous motivation in mathematics homework which aroused by parents' autonomous motivation in mathematics homework and positive mathematics homework emotions. These results suggested that mathematics teacher support, parents' autonomous motivation in mathematics homework, and students' autonomous motivation in mathematics homework had an important influence on positive mathematics homework emotions of primary school students. And findings highlight the need for distinguished levels of teacher support as well as detailed analyses of the processes underlying the association between parents' autonomous motivation in homework and positive homework emotions in mathematics. |
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| Keywords: | primary school students teacher support parents' autonomous motivation students' autonomous motivation homework emotions |
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