Peng Xianjie, Sun Xiaonan, He Zhen
Institute of Vocational Education, Tongji University, Shanghai, China.
Faculty of Education, Beijing Normal University, Beijing, China.
Front Psychol. 2022 Apr 18;13:863740. doi: 10.3389/fpsyg.2022.863740. eCollection 2022.
Teachers and parents are key participants in the growth of secondary vocational students, and can jointly support them. This study aimed to explore how the support of teachers and parents affects the academic performance of secondary vocational students and to reveal the 'black box' mechanism for their interaction and relationship. We adapted a Chinese version of a scale for secondary vocational students' perception of teacher and parent support, drawing on self-determination theory. A survey was conducted through the Chinese questionnaire platform , and respondents were fully informed about the research. Data were collected from 710 secondary vocational students in Shanghai and analyzed using SPSS and AMOS. Our hypothesis model was verified, with results indicating that the support of autonomy, emotion, and ability provided by parents and teachers has a significant impact on students' academic performance. The degree of learning engagement plays a mediating role in the relationship between support and achievement. The achievement goal orientation of students can adjust individual learning engagement, and further, affect the influence of teacher and parent support on academic performance. Teacher and parent support interactively influence learning engagement. The study findings suggest that an optimization strategy is needed to promote the academic improvement of secondary vocational students to meet students' basic psychological needs and promote cooperation between family and school. Parents and teachers should also consider the impact of learning engagement and the learning process, and offer guidance in developing an appropriate achievement goal orientation and a positive learning concept.
教师和家长是中等职业学校学生成长的关键参与者，能够共同为他们提供支持。本研究旨在探讨教师和家长的支持如何影响中等职业学校学生的学业成绩，并揭示他们互动与关系的“黑匣子”机制。我们借鉴自我决定理论，改编了一份中等职业学校学生对教师和家长支持感知的中文版量表。通过中国问卷平台进行了一项调查，并向受访者充分介绍了该研究。从上海的710名中等职业学校学生中收集了数据，并使用SPSS和AMOS进行了分析。我们的假设模型得到了验证，结果表明家长和教师提供的自主、情感和能力支持对学生的学业成绩有显著影响。学习投入程度在支持与成绩的关系中起中介作用。学生的成就目标导向能够调节个体的学习投入，进而影响教师和家长支持对学业成绩的影响。教师和家长的支持对学习投入有交互影响。研究结果表明，需要一种优化策略来促进中等职业学校学生的学业进步，以满足学生的基本心理需求，并促进家庭与学校之间的合作。家长和教师还应考虑学习投入和学习过程的影响，并在培养适当的成就目标导向和积极的学习观念方面提供指导。
