师生关系对留守儿童学习投入的影响：有调节的中介模型
收稿日期: 2022-05-05
网络出版日期: 2023-01-17
基金资助
国家社会科学基金重大项目（19ZDA357）
版权
The Relationship Between Teacher-Student Relationship and Academic Engagement of Left-Behind Children: A Moderated Mediation Analysis
Received date: 2022-05-05
Online published: 2023-01-17
Copyright
谭丽苹 , 李晴 , 郭成 . 师生关系对留守儿童学习投入的影响：有调节的中介模型[J]. 心理与行为研究, 2022 , 20(6) : 782 -789 . DOI: 10.12139/j.1672-0628.2022.06.010
This study aimed to explore the relationship between teacher-student relationship and academic engagement of left-behind children, and to examine the mediating effect of perceived social support and the moderating effect of peer friendship quality. A total of 2206 left-behind children completed a set of questionnaires including Student-Teacher Relationship Scale, Friendship Quality Scale, Perceived Support Scale, and Academic Engagement Scale. The results showed that: 1) Teacher-student relationship directly predicted left-behind children’s academic engagement. 2) Teacher-student relationship indirectly predicted left-behind children’s academic engagement through perceived social support. 3) The direct effect of teacher-student relationship on academic engagement and the path from teacher-student relationship to perceived social support, and the path from perceived social support to academic engagement were all moderated by friendship quality.
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