International Open Access Journal Platform

师生关系亲密性对初中生学业投入的影响：一个有调节的中介模型

The Impact of Teacher-student Relationship Closeness on Junior High School Students’ Academic Engagement: A Moderated Mediation Model

Psychology of China / 2025,7(7): 834-840 / 2025-07-21 26 13

View Download PDF

• Authors: 傅梦祺
• Information:

  安徽信息工程学院大学生心理健康教育中心，芜湖

• Keywords:
  Teacher-student relationship closeness; Academic engagement; Positive academic emotions; Parental support; Junior high school students
  师生关系亲密性; 学业投入; 积极学业情绪; 父母支持; 初中生
• Abstract: To explore the relationship between teacher-student relationship closeness and academic engagement among junior high school students, as well as the mediating role of positive academic emotions and the moderating role of parental support, this study administered a questionnaire survey to 857 junior high school students. The instruments included the Academic Engagement Scale, the Closeness dimension of the Teacher-Student Daily Interaction Questionnaire, two dimensions of Positive Academic Emotions from the Academic Emotion Scale, and the Parental Support Questionnaire. The results showed that teacher-student relationship closeness significantly and positively predicted students’ academic engagement. Both the high-arousal and low-arousal dimensions of positive academic emotions partially mediated the relationship between teacher-student closeness and academic engagement. Moreover, parental support moderated the relationship between teacher-student closeness and high-arousal positive academic emotions: when parental support was low, teacher-student closeness more strongly and positively predicted high-arousal positive academic emotions compared to when parental support was high. 为探究师生关系亲密性与初中生学业投入的关系，以及积极学业情绪在其中的中介作用和父母支持的调节作用，本研究采用学业投入量表、师生关系日常交往问卷中的亲密性维度、学业情绪量表中的积极学业情绪维度、父母支持问卷对857名初中生进行问卷调查。研究结果如下：师生关系亲密性能显著正向预测初中生学业投入；学业情绪的积极高唤醒、积极低唤醒维度均在师生关系亲密性与学业投入间起部分中介作用。父母支持在师生关系亲密性与积极高唤醒间起调节作用：与父母支持高水平相比，父母支持水平较低时，师生关系亲密性更能显著正向预测积极高唤醒。
• DOI: https://doi.org/10.35534/pc.0707133
• Cite: 傅梦祺. (2025). 师生关系亲密性对初中生学业投入的影响: 一个有调节的中介模型. 中国心理学前沿, 7 (7), 834-840.