Rickert Nicolette P, Skinner Ellen A
Department of Psychology, Georgia Southern University, Statesboro, Georgia, USA.
Department of Psychology, Portland State University, Portland, Oregon, USA.
Br J Educ Psychol. 2022 Jun;92(2):e12470. doi: 10.1111/bjep.12470. Epub 2021 Oct 26.
Parents, teachers, and researchers all share the goal of optimizing students' academic engagement (Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high-quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults' warm involvement or the processes by which support from both parents and teachers shapes students' engagement. According to the self-system process model of motivational development, warm involvement from key social partners fosters students' sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148).
The current study sought to examine whether a sense of relatedness, competence, or autonomy could explain the relation between parents' and teachers' warm involvement and changes in students' academic engagement across a school year.
Data was drawn from 1011 third, fourth, fifth, and sixth graders.
Students reported on adult warm involvement, self-system processes, and engagement in the fall and spring of a single school year.
Structural equation models demonstrated that parent and teacher warm involvement each uniquely, positively, and indirectly predicted changes in students' academic engagement through a combination of students' sense of relatedness, competence, and autonomy, though these patterns differed slightly across adults.
Implications for optimizing students' academic engagement are discussed, including the need for intervention efforts focused on both parents and teachers and students' self-system processes.
家长、教师和研究人员都有一个共同目标，即优化学生的学业参与度（《学校环境中的社会影响手册：社会情感、动机和认知成果》，2016年，劳特利奇出版社，纽约）。虽然不同的研究方向都表明了高质量的亲子关系和师生关系以及来自家长和教师的支持的重要性，但很少有研究考察成年人热情参与的共同作用，或者家长和教师的支持塑造学生参与度的过程。根据动机发展的自我系统过程模型，关键社会伙伴的热情参与会培养学生的归属感、能力感和自主感（《明尼苏达儿童心理学研讨会论文集》，第23卷：发展中的自我过程，1991年，芝加哥大学出版社，伊利诺伊州芝加哥；《教育理论与研究》，2009年，第7期，第133页），这随后会激发他们参与学术任务和应对挑战的积极性（《教育心理学杂志》，2003年，第95卷，第148页）。
本研究旨在考察归属感、能力感或自主感是否能够解释家长和教师的热情参与与学生一学年学业参与度变化之间的关系。
数据来自1011名三、四、五、六年级学生。
学生报告了在一个学年的秋季和春季成年人的热情参与情况、自我系统过程以及学业参与度。
结构方程模型表明，家长和教师的热情参与各自都通过学生的归属感、能力感和自主感的综合作用，独特地、正向地且间接地预测了学生学业参与度的变化，不过这些模式在不同成年人之间略有差异。
讨论了优化学生学业参与度的意义，包括需要针对家长、教师以及学生的自我系统过程进行干预。
