摘要
如何提高高中生的学习投入一直是学者们探讨的极具现实意义的研究课题。然而,以往鲜有从课堂公平的视角进行的探索。本研究从社会交换理论出发,以621名高中生为被试,探讨课堂公平对高中生学习投入的影响,以及师生交换关系和学习自我效能感在二者关系中的链式中介机制。发现:(1)课堂公平与师生交换关系、学习自我效能感及学习投入两两之间均呈显著正相关;(2)课堂公平不仅能直接正向预测高中生的学习投入,而且还能够通过师生交换关系的单独中介作用、学习自我效能感的单独中介作用及二者的链式中介作用间接影响学习投入。研究结果揭示了课堂公平对高中生学习投入影响的内部心理机制,为通过营造课堂公平而改进师生交换关系与学习自我效能感及更好地提升高中生学习投入的水平提供了科学参考。
Classroom justice is an important topic in educational psychology.Classroom justice refers to the perceptions of fairness regarding outcomes or processes that occur in the instructional context.Previous studies indicated that when students perceived that teachers were not concerned with justice,they were likely to engage in resistance or verbal aggressiveness,enact revenge,or communicate in a deceptive manner.However,when students perceived that their instructors did engage in classroom justice,they reported that they were motivated and affectively engaged.In addition,past research on the school experience of justice has shown that the sense of being treated by one’s own teachers fairly is associated with students’competence and motivation,positive attitudes towards institutions and authorities,and group cooperation skills.Moreover,in adolescence the feeling of being treated in a respectful manner contributes to the perception of being a valued group member,it promotes a sense of belonging,and reinforces the personal obligations to behave in compliance with the collective rules.On the contrary,the feeling of injustice in class leads to negative outcomes,such as a decline in learning motivation and a psychological disengagement from school life.Yet,although prior work on classroom justice has been fruitful in highlighting the effects of justice to students,scholars have not focused on how classroom justice influences the students’learning engagement and its mechanisms.In order to investigate the relationship between classroom justice and learning engagement,as well as its underlying mechanism,a sample of 621 high school students were participated for the study.They were required to complete a battery of questionnaires,including Classroom Justice Questionnaire,Teacher-Student Exchange Relationship Questionnaire,the Learning Self-efficacy Questionnaire as well as the Learning Engagement Questionnaire.The results indicated:(1)The correlations between classroom justice,teacher-student exchange relationship,learn
作者
王怀勇
郑意颖
Wang Huaiyong;ZhengYiying(Department of Psychology,Shanghai Normal University,Shanghai,200234;Hangzhou Kaiyuan Business Vocational School,Hangzhou,310004)
出处
《心理科学》
CSSCI
CSCD
北大核心
2022年第3期591-598,共8页
Journal of Psychological Science
基金
上海市教育科学研究一般项目(C17001)
国家自然科学基金青年项目(71701129)
教育部人文社会科学研究青年项目(14YJC190017)的资助。
关键词
课堂公平
师生交换关系
学习自我效能感
学习投入
高中生
classroom justice
teacher-student exchange relationship
learning self-efficacy
learning engagement
high school students
