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

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。

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

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.