教师的情感支持如何激励学生：同伴关系感知、自主支持和能力的中介作用。
How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.
作者信息
Ruzek Erik A, Hafen Christopher A, Allen Joseph P, Gregory Anne, Mikami Amori Yee, Pianta Robert C
机构信息
Center for Advanced Study of Teaching and Learning, University of Virginia, USA.
Department of Psychology, Northern Virginia Community College, USA.
出版信息
Learn Instr. 2016 Apr;42:95-103. doi: 10.1016/j.learninstruc.2016.01.004. Epub 2016 Jan 29.
Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
多层次中介分析检验学生学年中期报告的课堂自主体验、与同伴的关系及能力，是否在学年伊始教师给予情感支持的师生互动（独立观察所得）与学生报告的学年中掌握动机和行为参与度变化之间起中介作用。当观察到教师在学年开始时给予更多情感支持时，青少年报告其行为参与度和掌握动机在学年中有提高。学年中期学生报告显示，在情感支持型课堂中，青少年在日常活动中有更多适合其发展阶段的自主机会，且与同伴关系更积极。对教师情感支持对学生参与度和动机的间接影响的分析表明，在这一由美国12所学校的68名初中和高中教师授课的960名学生（年龄在11至17岁）样本中，自主体验和同伴关系体验有显著中介作用，而能力信念则无此作用。
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