The Relationship Between Teacher-Student Relationship and Academic Engagement of Left-Behind Children: A Moderated Mediation Analysis

doi:10.12139/j.1672-0628.2022.06.010

Abstract

Abstract:

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.

Key words: teacher-student relationship, academic engagement, perceived social support, peer friendship quality, left-behind children

摘要：

为探讨师生关系对留守儿童学习投入的影响及作用机制，采用师生关系量表、同伴友谊质量量表、领悟社会支持量表和学习投入量表对2206名留守儿童进行调查。结果表明：（1）师生关系正向预测留守儿童的学习投入；（2）领悟社会支持在师生关系与留守儿童的学习投入之间起中介作用；（3）同伴友谊质量调节了师生关系对留守儿童学习投入中介过程的前半路径、后半路径和直接路径。该研究结果对提高留守儿童学习投入具有一定的理论和实践价值。

关键词: 师生关系, 学习投入, 领悟社会支持, 同伴友谊质量, 留守儿童

CLC Number:

B844

Liping TAN, Qing LI, Cheng GUO. The Relationship Between Teacher-Student Relationship and Academic Engagement of Left-Behind Children: A Moderated Mediation Analysis[J]. Studies of Psychology and Behavior, 2022, 20(6): 782-789.

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.

Figures/Tables 7

References

	戴斌荣, 彭美同伴友谊质量与留守儿童社会适应性的关系: 有调节的中介模型. 心理科学, 2021, 44 (6): 1361- 1368.
	方来坛, 时勘, 张风华中文版学习投入量表的信效度研究. 中国临床心理学杂志, 2008, 16 (6): 618- 620.
	付淑英师生关系对农村留守儿童社会适应的影响: 友谊质量的中介作用. 盐城师范学院学报(人文社会科学版), 2021, 41 (6): 99- 107.
	郝振, 崔丽娟留守儿童界定标准探讨. 中国青年研究, 2007, (10): 40- 43.
	姜乾金. (1999). 领悟社会支持量表(PSSS). 见汪向东, 王希林, 马弘(编), 心理卫生评定量表手册 (增订版, pp. 131–133). 北京: 中国心理卫生杂志社.
	郎悦茹, 龚少英, 曹阳, 吴亚男网络学习中师生交互与大学生学习投入的关系: 自主动机与学业情绪的序列中介作用. 心理发展与教育, 2022, 38 (4): 530- 537.
	林崇德, 王耘, 姚计海师生关系与小学生自我概念的关系研究. 心理发展与教育, 2001, (4): 17- 22.
	罗雪峰, 沐守宽高中生感恩对心理幸福感的影响: 领悟社会支持和基本心理需要的链式中介作用. 心理科学, 2017, 40 (4): 878- 884.
	谭德琴, 谢瑞波, 丁菀, 吴伟, 宋省成, 李伟健亲子依恋和师生关系对留守儿童内化问题的影响: 同伴依恋的中介作用. 心理与行为研究, 2022, 20 (3): 339- 345.
	向光璨, 郭成, 何晓燕, 缪华灵, 陈红父母依恋、同伴依恋与希望的关系: 领悟社会支持和自尊的链式中介作用. 西南大学学报(自然科学版), 2020, 42 (10): 124- 131.
	熊红星, 刘凯文, 张璟师生关系对留守儿童学校适应的影响: 心理健康和学习投入的链式中介作用. 心理技术与应用, 2020, 8 (1): 1- 8.
	叶俊杰. (2006). 领悟社会支持、实际社会支持与大学生抑郁. 心理科学, 29(5), 1141–1143, 1131.
	张兴旭, 郭海英, 林丹华亲子、同伴、师生关系与青少年主观幸福感关系的研究. 心理发展与教育, 2019, 35 (4): 458- 466.
	周爱保, 胡砚冰, 刘锦涛, 鲁小勇, 王有丽, 周滢鑫青少年社交焦虑与学习投入的关系: 意向性自我调节的解释作用及其年龄差异. 心理发展与教育, 2022, 38 (1): 54- 63.
	邹泓, 屈智勇, 叶苑中小学生的师生关系与其学校适应. 心理发展与教育, 2007, 23 (4): 77- 82.
	邹泓, 周晖, 周燕中学生友谊、友谊质量与同伴接纳的关系. 北京师范大学学报(社会科学版), 1998, (1): 43- 50.
	Ansari, A., Hofkens, T. L., & Pianta, R. C. Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 2020, 71, 101200. DOI
	Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 2021, 40 (6): 2938- 2947. DOI
	Chen, P. Y., Bao, C. Y., & Gao, Q. Y. Proactive personality and academic engagement: The mediating effects of teacher-student relationships and academic self-efficacy. Frontiers in Psychology, 2021, 12, 652994. DOI
	Cohen, S., & Wills, T. A. Stress, social support, and the buffering hypothesis. Psychological Bulletin, 1985, 98 (2): 310- 357. DOI
	Dai, P. Y., Wang, N., Kong, L., Dong, X. Y., & Tian, L. M. (2021). A large number of online friends and a high frequency of social interaction compensate for each other’s shortage in regard to perceived social support. Current Psychology, 1–10, doi: 10.1007/s12144-021-01458-4.
	Deci, E. L., & Ryan, R. M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 2000, 11 (4): 227- 268. DOI
	Devine, K. A., Holmbeck, G. N., Gayes, L., & Purnell, J. Q. Friendships of children and adolescents with spina bifida: Social adjustment, social performance, and social skills. Journal of Pediatric Psychology, 2012, 37 (2): 220- 231. DOI
	Hosan, N. E., & Hoglund, W. Do teacher-child relationship and friendship quality matter for children’s school engagement and academic skills. School Psychology Review, 2017, 46 (2): 201- 218. DOI
	Jin, X. H., Chen, W., Sun, I. Y., & Liu, L. Physical health, school performance and delinquency: A comparative study of left-behind and non-left-behind children in rural China. Child Abuse & Neglect, 2020, 109, 104707. DOI
	Liu, Y., Li, X. W., Chen, L., & Qu, Z. Y. Perceived positive teacher-student relationship as a protective factor for Chinese left-behind children’s emotional and behavioural adjustment. International Journal of Psychology, 2015, 50 (5): 354- 362. DOI
	Martin, A. J., & Dowson, M. Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 2009, 79 (1): 327- 365. DOI
	Otani, K., Suzuki, A., Matsumoto, Y., & Kamata, M. Parental overprotection increases interpersonal sensitivity in healthy subjects. Comprehensive Psychiatry, 2009, 50 (1): 54- 57. DOI
	Pan, J. T., Zaff, J. F., & Donlan, A. E. Social support and academic engagement among reconnected youth: Adverse life experiences as a moderator. Journal of Research on Adolescence, 2017, 27 (4): 890- 906. DOI
	Parker, J. G., & Asher, S. R. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 1993, 29 (4): 611- 621. DOI
	Pianta, R. C. Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 1994, 32 (1): 15- 31. DOI
	Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 2011, 81 (4): 493- 529. DOI
	Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 2002, 33 (5): 464- 481. DOI
	Scheuplein, M., & van Harmelen, A. L. The importance of friendships in reducing brain responses to stress in adolescents exposed to childhood adversity: A preregistered systematic review. Current Opinion in Psychology, 2022, 45, 101310. DOI
	Wang, D., & Fletcher, A. C. The role of interactions with teachers and conflict with friends in shaping school adjustment. Social Development, 2017, 26 (3): 545- 559. DOI
	Xuan, X., Xue, Y., Zhang, C., Luo, Y. H., Jiang, W., Qi, M. D., & Wang, Y. Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PLoS One, 2019, 14 (3): e0213783. DOI
	Yang, P. P., Xu, G. M., Zhao, S. M., Li, D., Liu, J. S., & Chen, X. Y. Shyness and psychological maladjustment in Chinese adolescents: Selection and influence processes in friendship networks. Journal of Youth and Adolescence, 2021, 50 (10): 2108- 2121. DOI
	Zhang, B. S., Gao, Q. Y., Fokkema, M., Alterman, V., & Liu, Q. Adolescent interpersonal relationships, social support and loneliness in high schools: Mediation effect and gender differences. Social Science Research, 2015, 53, 104- 117. DOI
	Zhen, R., Li, L., Ding, Y., Hong, W., & Liu, R. D. How does mobile phone dependency impair academic engagement among Chinese left-behind children. Children and Youth Services Review, 2020, 116, 105169. DOI
	Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. The multidimensional scale of perceived social support. Journal of Personality Assessment, 1988, 52 (1): 30- 41. DOI

变量	M±SD	1	2	3	4	5	6	7	8	9	10
1.师生关系	3.16±0.63
2.友谊质量	4.95±1.11	0.51**
3.社会支持	3.54±0.72	0.64**	0.55**
4.学习投入	4.63±1.21	0.58**	0.36**	0.55**
5.性别		0.04	0.15**	0.02	−0.01
6.年龄		−0.05*	−0.06**	−0.05*	−0.04	−0.05*
7.成长环境		−0.02	−0.05*	−0.06**	−0.03	−0.03	0.30**
8.子女数量		0.03	0.02	−0.01	0.01	0.11**	0.03	0.15**
9.留守类型		−0.03	−0.01	−0.01	−0.02	0.02	0.03	0.01	−0.01
10.社会经济地位		0.10**	0.09**	0.14**	0.12**	−0.03	−0.08**	−0.12**	−0.06**	−0.06**
11.学习成绩		0.14**	0.15**	0.20**	0.31**	0.01	−0.35**	−0.21**	−0.03	−0.01	0.20**

变量	M±SD	1	2	3	4	5	6	7	8	9	10
1.师生关系	3.16±0.63
2.友谊质量	4.95±1.11	0.51**
3.社会支持	3.54±0.72	0.64**	0.55**
4.学习投入	4.63±1.21	0.58**	0.36**	0.55**
5.性别		0.04	0.15**	0.02	−0.01
6.年龄		−0.05*	−0.06**	−0.05*	−0.04	−0.05*
7.成长环境		−0.02	−0.05*	−0.06**	−0.03	−0.03	0.30**
8.子女数量		0.03	0.02	−0.01	0.01	0.11**	0.03	0.15**
9.留守类型		−0.03	−0.01	−0.01	−0.02	0.02	0.03	0.01	−0.01
10.社会经济地位		0.10**	0.09**	0.14**	0.12**	−0.03	−0.08**	−0.12**	−0.06**	−0.06**
11.学习成绩		0.14**	0.15**	0.20**	0.31**	0.01	−0.35**	−0.21**	−0.03	−0.01	0.20**

预测变量	方程1：学习投入		方程2：领悟社会支持		方程3：学习投入
预测变量	β	t	β	t	β	t
性别	−0.07	−2.01*	0.01	0.01	−0.07	−2.08*
年龄	0.05	4.16***	0.02	1.96*	0.04	3.78***
成长环境	0.03	0.81	−0.06	−1.67	0.05	1.29
社会经济地位	0.02	1.43	0.04	3.39***	0.01	0.58
学习成绩	0.25	13.95***	0.11	6.15***	0.23	12.68***
师生关系	0.55	32.60***	0.62	38.29***	0.38	18.23***
领悟社会支持					0.27	12.48***
R²	0.40		0.43		0.44
F	239.62***		277.81***		242.12***

预测变量	方程1：学习投入		方程2：领悟社会支持		方程3：学习投入
预测变量	β	t	β	t	β	t
性别	−0.07	−2.01*	0.01	0.01	−0.07	−2.08*
年龄	0.05	4.16***	0.02	1.96*	0.04	3.78***
成长环境	0.03	0.81	−0.06	−1.67	0.05	1.29
社会经济地位	0.02	1.43	0.04	3.39***	0.01	0.58
学习成绩	0.25	13.95***	0.11	6.15***	0.23	12.68***
师生关系	0.55	32.60***	0.62	38.29***	0.38	18.23***
领悟社会支持					0.27	12.48***
R²	0.40		0.43		0.44
F	239.62***		277.81***		242.12***

预测变量	方程1：学习投入		方程2：领悟社会支持		方程3：学习投入
预测变量	β	t	β	t	β	t
性别	−0.09	−2.53*	−0.08	−2.65***	−0.06	−1.81
年龄	0.05	4.15***	0.02	2.28*	0.04	3.57***
成长环境	0.03	0.88	−0.05	−1.58	0.04	1.25
社会经济地位	0.01	1.32	−0.03	3.13**	0.01	0.62
学习成绩	0.25	13.63***	0.09	5.43***	0.22	12.58***
师生关系	0.51	24.75***	0.51	27.09***	0.37	15.90***
友谊质量	0.07	3.48***	0.29	16.15***	−0.02	−0.86
师生关系×友谊质量	0.01	9.12	−0.07	−5.23***	0.06	2.89**
领悟社会支持					0.27	12.10***
领悟社会支持×友谊质量					−0.05	−2.70**
R²	0.40		0.50		0.44
F	182.06***		275.44***		170.99***