Faculty of Education, Bergen University College, 5096 Bergen, Norway.
J Sch Psychol. 2010 Jun;48(3):247-67. doi: 10.1016/j.jsp.2010.02.002. Epub 2010 Mar 28.
The aim of this study was to examine how perceived support provided by teachers and classmates in the school class environment related to students' academic initiative. Data were from a stratified sample of 13-year-old students (n=1591) from the Norwegian part of the World Health Organization's survey of Health Behaviour in School-aged Children (HBSC). Self-reported academic initiative varied across school classes with a difference (unexplained school class-level variance) of 12%. Perceived teacher support, defined as the provision of fairness and friendliness, varied substantially between classes. In two-level SEM analysis, a latent factor comprising pedagogical caring and autonomy support was substantially related to students' academic initiative at the class level. Perceived classmate support was significantly but moderately associated with academic initiative at the individual level.
本研究旨在探讨学校班级环境中教师和同学感知到的支持与学生学术主动性之间的关系。数据来自世界卫生组织青少年健康行为调查（HBSC）挪威部分的一项 13 岁学生分层抽样（n=1591）。自我报告的学术主动性在不同的班级之间存在差异（无法解释的班级层面差异），差异为 12%。感知到的教师支持，定义为公平和友好的提供，在班级之间存在很大差异。在两层 SEM 分析中，一个包含教学关怀和自主性支持的潜在因素与班级层面的学生学术主动性有实质性关联。感知到的同学支持与个体层面的学术主动性呈显著但适度相关。
