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|本期目录/Table of Contents|

 高中生自我调节学习与自尊:感知教师支持及性别的调节作用(PDF)

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:
 2020年06期
页码:
 562-567
栏目:
 
出版日期:
 2020-12-25

文章信息/Info

Title:
 Self-regulated Learning and Self-esteem in High School Students:The Moderating Effect of Perceived Teacher Support and Gender
文章编号:
1003-5184(2020)06-0562-06
作者:
 薛璐璐1; 姜 媛2
 (1.首都师范大学心理学院,北京 100048; 2.北京体育大学心理学院,北京 100084)
Author(s):
 Xue Lulu1; Jiang Yuan2
 (1.School of Psychology,Capital Normal University,Beijing 100048; 2.School of Psychology,Beijing Sport University,Beijing 100084)
关键词:
 自我调节学习;  自尊;  感知教师支持;  性别
Keywords:
 self-regulated learning;  self-esteem;  perceived teacher support;  gender
分类号:
 B848
DOI:
 -
文献标识码:
 A
摘要:
 采用自我调节学习问卷、感知教师支持问卷及自尊问卷,对334名高中生进行测量,探究感知教师支持及性别在自我调节学习与自尊之间的调节作用。结果表明:(1)自我调节学习与自尊呈显著正相关,感知教师支持与自尊及自我调节学习呈显著正相关;(2)感知教师支持及性别在自我调节学习与自尊之间均起调节作用:自我调节学习对自尊的影响在女生中更为明显,感知高水平的教师支持缓解了低自我调节学习对自尊的负面影响。
Abstract:
 In this study,334 high school students were measured by self-regulated learning questionnaire,perceived teacher support questionnaire and self-esteem questionnaire.The aim is to explore the moderating effects of perceived teacher support and gender on self-regulatory learning and self-esteem.The results show that:(1)Self-regulated learning was positively correlated with self-esteem,perceived teacher support was positively correlated with self-esteem and self-regulated learning.(2)Perceived teacher support and gender play a moderating role in self-regulatory learning and self-esteem:the effect of self-regulation learning on self-esteem was more obvious in girls,perceived high levels of teacher support alleviated the negative effects of low self-regulatory learning on self-esteem.

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备注/Memo

备注/Memo:
 基金项目:北京市社会科学基金项目(17JYB009)。
通讯作者:姜媛,E-mail:jiangyuan97@sina.cn。
更新日期/Last Update:  2020-12-25