CAJ | 학술논문

采用学习氛围量表、主观社会阶层量表、学业调节问卷和修订的课堂投入问卷对1211名初中生进行调查,根据主观社会阶层得分在3分以下、6分以上的标准,筛选出491名典型低阶层（374人）与高阶层（117人）被试,考察教师自主支持与初中生学习投入的关系,以及学生自主动机在其中的中介作用和家庭社会阶层的调节作用。结果表明：（1）教师自主支持与初中生的学习投入之间存在显著正相关;（2）自主动机在教师自主支持与初中生的学习投入之间起部分中介作用;（3）家庭社会阶层在教师自主支持影响初中生自主动机进而影响其学习投入的过程中起到有中介的调节作用。
채용학습분위량표、주관사회계층량표、학업조절문권화수정적과당투입문권대1211명초중생진행조사,근거주관사회계층득분재3분이하、6분이상적표준,사선출491명전형저계층（374인）여고계층（117인）피시,고찰교사자주지지여초중생학습투입적관계,이급학생자주동궤재기중적중개작용화가정사회계층적조절작용。결과표명：（1）교사자주지지여초중생적학습투입지간존재현저정상관;（2）자주동궤재교사자주지지여초중생적학습투입지간기부분중개작용;（3）가정사회계층재교사자주지지영향초중생자주동궤진이영향기학습투입적과정중기도유중개적조절작용。
The present study examined a mediated moderation model which integrated the mediating effect of junior middle school students＇ autonomous motivation and moderating effect of their family＇s social class between teacher＇s autonomy support and students＇ academic engagement. Learning Climate Questionnaire,the Mac Arthur Scale of subjective SES,Academic Self-Regulation Questionnaire（ SRQ-A） and modified Classroom Engagement Inventory（ CEI） were administered to 1211 junior middle school students. Based on Mac Arthur Scale score of 3 points or less,6 points above as screening condition,374 typical lower-class students and 117 typical higher-class students were selected to constitute a sample of 471 students. Results showed that：（ 1） Teachers＇ autonomy support was positively associated with students＇ academic engagement;（ 2） Autonomous motivation could partially mediate the relation between teachers＇ autonomy support and engagement;（ 3） Family＇s social class moderated the association between autonomous motivation which aroused by teachers＇ autonomy support and engagement.