教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用

在教育实践中,教师作为教学活动的主要引导者,他们的教学风格对学生的学业成就具有重要影响。根据自我决定理论,自主支持型教师能够满足学生的基本心理需要,促进学习动机内化,进而提高学业投入及学业成就。本研究通过对37篇教师自主支持与学生学业成就的实证研究(53个独立样本,18278名学生)进行元分析,结果发现:(1)教师自主支持显著正向预测需要满足、动机、投入及学业成就;同时自主支持对需要满足、动机及投入的效应量高于对学业成就的效应量;(2)学生的需要满足及动机在教师自主支持对学业成就影响中起中介作用,但学业投入的中介作用不显著;(3)教师自主支持对学业成就的影响在不同年龄、经济与文化背景下没有显著差异。综上,在未来的教育活动中,教师应给予学生更多的自主支持,以满足学生基本心理需要,激发学生的学习动机,促进学业投入,提升学业成就。

A Meta-analysis about Teacher Autonomy-support and Student Academic Achievement: The Mediation of Psychological Need Satisfaction,Motivation and Engagement

As the main guide of educational activities, teachers' teaching style has important impact on students' academic achievements. According to the self-determination theory, autonomy supporting teaching style can satisfy students' basic psychological needs, improve students' motivation and academic engagement, and greatly enhance their academic achievement. Based on the meta-analysis of 37 empirical studies about teacher autonomy support and students' academic achievement (53 independent samples, 18278 students), the results showed that: (1) Teacher autonomy support was positively related to need satisfaction, motivation, engagement and academic achievement. And the effect of autonomy support on need satisfaction, motivation and engagement was higher than academic achievement; (2) Though the need satisfaction and motivation played significant mediating roles in the relationship between teacher autonomy support and students’ academic achievement, the academic engagement’s mediation effect was not significant; (3) The students’ age, economic and cultural backgrounds did not moderate the link between autonomy support and academic achievement. Overall, in the future educational activities, teachers should provide students more autonomy support in order to satisfy their basic psychological needs, enhance learning motivation, promote academic engagement and improve academic achievement.