教师支持与心理素质对中学生学业成绩的影响

采用学生感知教师支持行为问卷和中学生心理素质问卷，对西南地区两所中学7~12年级的824名在校中学生进行调查研究，探讨教师整体支持和不同类型支持与中学生学业成绩的关系及心理素质在其中的中介作用。结果发现：（1）教师整体支持与中学生心理素质、学业成绩间存在显著正相关；教师情感支持与中学生心理素质、学业成绩间存在显著正相关，教师学习支持、能力支持与中学生心理素质存在显著正相关，但与学业成绩相关均不显著；（2）控制性别和年龄后，心理素质在教师整体支持与学业成绩的关系中起完全中介作用；心理素质在教师情感支持与学业成绩关系中起部分中介作用，在教师学习支持与学业成绩、教师能力支持与学业成绩关系中均起完全中介作用。

The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement

The current study aimed to explore the relationships among overall and different types of teacher support with the middle school students' academic achievement, and the effects of psychological suzhi in these relationships. We selected 824 middle school students(grade 7 to 12) from southwest China to participate in the study and used questionnaires to test the interested variables. Results of correlation found that there were significant positive correlations among teachers'support, psychological suzhi with middle school students'academic achievement. Teacher's emotional support was significant positive correlated with both psychological suzhi and academic achievement. What's more, teacher's learning support and ability support were significant positive correlate with psychological suzhi, but they were no significant correlation with academic achievement. Regression analysis indicated that after controlling gender and age, psychological suzhi played a complete mediating role in the relationship between teacher's overall support and academic achievement, and it also played a full mediating role in the relationship among teacher's learning support, ability support with students'academic achievement. However, pshchological suzhi partly mediated the relationship between teacher's emotional support and academic achievement.