教师期望和教师教育奖励对初中生学业自我效能的影响：自尊的中介作用
The Effect of Teacher’s Expectation and Teacher’s Educational Reward on Academic Self-Efficacy of Junior High School Students: The Mediating Effect of Self-Esteem

基于教师如何有效地提高初中生学业自我效能感，探讨教师期望和教师教育奖励对学业自我效能感的影响，并考察自尊是否在其中起着中介作用。采用教师期望学生知觉评定问卷、教师积极反馈频次问卷、学业自我效能量表和自尊量表，对广西南宁市、梧州市四所中学的1126名初中生进行施测。结果发现：教师期望、教师教育奖励和自尊在性别上存在显著差异；教师教育奖励和学业自我效能感在年级上存在显著差异；教师期望、教师教育奖励、自尊和学业自我效能感之间存在显著正相关；自尊在教师期望和学业自我效能感之间起部分中介作用，在教师教育奖励和学业自我效能感之间中介作用不显著。结论提示，在教学实践中，教师应根据学生实际情况提出合理期望、运用教育奖励，并鼓励学生进行积极归因。
Based on how teachers can effectively improve junior high school students’ academic self-efficacy, this study explored the effects of teacher’s expectation and teacher’s educational reward on aca-demic self-efficacy, and examines whether self-esteem plays a mediating role. Using the Teacher’s Expectancy Scale, Positive Feedback Frequency Questionnaire, Academic Self-Efficacy Scale, and Self-Esteem Scale, 1126 junior high school students from four schools in Nanning City and Wuzhou City, Guangxi were surveyed. The results showed that there were significant gender differences in teacher’s expectations, teacher’s educational reward, and self-esteem; there were significant grade differences in teacher’s educational reward and academic self-efficacy; there was a significantly positive correlation between teacher’s expectation, teacher’s educational reward, self-esteem, and academic self-efficacy; self-esteem partially mediates the relationship between teacher expecta-tions and academic self-efficacy, while the mediating effect between teacher’s educational reward and academic self-efficacy is not significant. The conclusion suggests that teachers should set realis-tic expectations based on students’ actual situations, use educational reward and encourage stu-dents to engage in positive attribution in teaching practice.