高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查，探讨感知教师支持对学习投入的影响，以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入，感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用，学业自我效能感→掌握回避的中介效应则不显著。上述结果表明，感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入，还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。

The Relationship between Perceived Teachers' Support and Academic Engagement among High School Students: The Chain Mediating Effect of Academic Self-efficacy and Achievement Goal Orientation

498 high school students were investigated to explore the effect of perceived teachers' support on academic engagement, as well as the chain mediating effect of academic self-efficacy and achievement goal orientation. The measurement included students' perceived teachers support behavior scale, academic engagement scale, academic self-efficacy questionnaire and achievement goal questionnaire. The results showed that: (1) Teachers' support indirectly predicted academic engagement through academic self-efficacy. Teachers' support indirectly predicted academic engagement through mastery approach and performance approach and performance avoidance. (2)Academic self-efficacy→mastery approach,academic self-efficacy→performance approach and academic self-efficacy→performance avoidance played a chain mediating effect respectively between perceived teachers' support and academic engagement. However, the mediating effect of self-efficacy→mastery avoidance was not significant. These results revealed that perceived teachers' support not only predicted academic engagement through academic self-efficacy, mastery approach, performance approach and performance avoidance, but also indirectly predict academic engagement of high school students through the chain mediating effect of academic self-efficacy and achievement goal orientation.