徐华女,洪慧芳

• 1:武汉大学哲学学院心理学系
• 2:泉州市教育科学研究所

摘要(Abstract)：

本研究探讨外来工子女感知的教师正义对其学习动机的预测作用,以及学业控制感和求学无意义感在其中的中介作用。泉州市某公立外来工子弟学校小学部和初中部的181名4—8年级学生参与研究,完成自我报告的教师正义、学业控制感、求学无意义感和学习动机的测量。结果表明,感知的教师程序正义和信息正义均正向预测学习动机,学业控制感在该效应中起完全中介作用,求学无意义感起部分中介作用;感知的教师分配正义对学习动机无显著预测作用,但可正向预测学业控制感并负向预测求学无意义感。因此,在公立外来工子弟学校,教师程序正义和信息正义既可直接促进学生的学习动机,也会通过提高学业控制感和降低求学无意义感间接促进学生的学习动机。在探明上述心理机制的基础上,本研究根据教师正义的概念性定义和操作性定义,提出促进教师正义进而提升学生学习动机的行动策略。

关键词(KeyWords)： 外来工子女;感知的教师正义;学习动机;学业控制感;求学无意义感

Abstract:

Keywords:

基金项目(Foundation): 教育部人文社会科学研究青年项目“儿童程序正义概念的发展机制及影响因素研究”(项目编号:15YJC190021)的阶段性成果

作者(Author): 徐华女,洪慧芳

参考文献(References)：

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• (1)戈维亚-佩雷拉等设计的教师程序正义条目仅测量程序正义的准确性、代表性和可更正性,卡泽米的条目仅测量一致性和偏见抑制,合并后可使教师程序正义的测量在理论建构上更完善。