Lei Hao, Cui Yunhuo, Chiu Ming Ming
Institute of Curriculum and Instruction, East China Normal University, Shanghai, China.
Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, Hong Kong.
Front Psychol. 2018 Jan 22;8:2288. doi: 10.3389/fpsyg.2017.02288. eCollection 2017.
This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.
这项荟萃分析考察了教师支持与学生学业情绪（包括积极学业情绪和消极学业情绪）之间的关联，并探讨了学生特征如何调节这些关系。我们识别出65项涉及58368名学生的初步研究。结果提供了有力证据，证明教师支持与学生学业情绪之间存在联系。此外，学生的文化、年龄和性别调节了这些联系。教师支持与积极学业情绪之间的相关性在西欧和美国学生中比在东亚学生中更强，而教师支持与消极学业情绪之间的相关性在东亚学生中比在西欧和美国学生中更强。此外，与其他学生相比，教师支持与积极学业情绪之间的相关性在大学生中较强，在中学生中较弱。与其他学生相比，教师支持与消极学业情绪之间的相关性在中学生和女生中更强。
