教师支持对高中生数学学业复原力的建构路径研究一一基于应对方式与焦虑的链式中介分析

• 作者： 孙烨超 ¹ 白洋洋 ²
• 作者单位：
  1.  宁波大学

  2.  宁波大学
• 发布时间：2025-04-25

摘要: 为探索提升高中生应对日常数学学习挑战能力的关键机制，本研究聚焦于“日常性学业复原力”这一核心概念，并创新性地在数学学科情境下，考察了数学教师支持行为、应对方式、数学焦虑及数学学业焦虑对其的综合影响。研究突出亮点在于：第一，明确区分并实证检验了数学焦虑（对内容本身的恐惧）与数学学业焦虑（对成绩评价的担忧）对日常性学业复原力的不同作用，回应了过往研究对此区分不足的问题；第二，构建并检验了一个整合环境因素（教师支持行为）与个体因素（应对方式、特定焦虑）的链式中介模型，以揭示更贴近现实的复原力建构路径。本研究收集来自乙省W市的249份问卷，运用竞争模型比较和结构方程模型进行数据分析。结果显示：1）数学教师支持行为对日常性学业复原力不存在显著的直接效应，其积极影响完全通过以应对方式和数学焦虑为核心的间接路径实现。2）数学焦虑对日常性学业复原力有显著的强负向预测作用，而数学学业焦虑的影响不显著，凸显了处理内容相关焦虑对于提升数学复原力的核心重要性。3）应对方式和数学焦虑在教师支持与复原力之间存在显著的链式中介效应。具体而言，教师支持通过两条关键路径影响复原力：一是通过“促进问题中心应对→降低数学焦虑→提升日常性学业复原力”；二是通过“抑制情绪中心应对→避免加剧数学焦虑→提升日常性复原力”。本研究不仅从学科特定性和焦虑类型区分上深化了对日常性学业复原力机制的理解，揭示了教师支持发挥作用的具体通路，而且基于链式中介结果提出了策略培养、情绪调节、系统支持相结合的分层干预建议，为提升高中生在关键学科（数学）上的心理韧性提供了有价值的实证依据和实践方向。

Abstract: This study investigates the key mechanisms enhancing high school students’ capacity to cope with daily challenges in mathematics learning, focusing on the core concept of everyday academic resilience. Within the specific context of mathematics, it innovatively examines the combined influence of mathematics teacher support, coping styles, mathematics anxiety, and mathematics academic anxiety on this resilience. Key contributions include: First, it explicitly differentiates and empirically examines the distinct effects of mathematics anxiety (fear related to mathematical content) and mathematics academic anxiety (anxiety concerning academic evaluation) on everyday academic resilience, addressing a gap in previous research lacking this distinction. Second, it proposes and validates a serial mediation model integrating environmental factors (teacher support) and individual factors (coping styles, specific anxieties) to uncover pathways of resilience development that more closely reflect real-world dynamics. Data were collected via questionnaires from 249 high school students in W City, Z Province. Analyses were conducted using competitive model comparison and structural equation modeling (SEM). Findings indicate that mathematics teacher support does not exert a significant direct effect on everyday academic resilience; its positive influence is fully mediated through indirect pathways involving coping styles and mathematics anxiety. Furthermore, mathematics anxiety significantly and strongly predicts lower everyday academic resilience, whereas the effect of mathematics academic anxiety is non-significant, underscoring the critical importance of addressing content-related anxiety in fostering mathematical resilience. Coping styles and mathematics anxiety play significant roles as serial mediators in the relationship between teacher support and resilience. Specifically, teacher support influences resilience via two key pathways: (a) by promoting problem-focused coping, which in turn reduces mathematics anxiety, thereby enhancing everyday academic resilience; and (b) by inhibiting emotion-focused coping, which helps prevent the exacerbation of mathematics anxiety, subsequently improving everyday academic resilience. This research deepens the understanding of everyday academic resilience mechanisms by emphasizing subject specificity and differentiating between anxiety types, thereby revealing specific pathways through which teacher support operates. Furthermore, based on the serial mediation findings, it proposes layered intervention strategies integrating strategy development, emotion regulation, and systemic support. This study offers valuable empirical evidence and practical directions for enhancing high school students’ psychological resilience in the critical subject of mathematics.

• 来自： 白洋洋
• 分类： 教育学 >> 教育心理学 心理学 >> 发展与教育心理学
• 稿件状态： 未投稿
• 引用： PSSXiv:202504.03215 (或此版本 PSSXiv:202504.03215V1)
  DOI:10.12451/202504.03215
  CSTR:32012.36.PSSXiv.202504.03215
• 推荐引用方式： 孙烨超,白洋洋.教师支持对高中生数学学业复原力的建构路径研究一一基于应对方式与焦虑的链式中介分析.哲学社会科学预印本平台:https://zsyyb.cn/abs/202504.03215.[PSSXiv:202504.03215V1] (点此复制)