文献类型：期刊文献

英文题名：How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

作者：Liu, Ying[1];Wang, Yu[2];Liu, Ru-De[3];Ding, Yi[4];Wang, Jia[5];Mu, Xinyi[1]

第一作者：Liu, Ying

通讯作者：Liu, RD[1]

机构：[1]Hebei Normal Univ, Sch Educ, Shijiazhuang, Hebei, Peoples R China;[2]Hebei Normal Univ, Fac Educ, Hui Hua Coll, Shijiazhuang, Hebei, Peoples R China;[3]Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China;[4]Fordham Univ, Grad Sch Educ, New York, NY 10023 USA;[5]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China

第一机构：Hebei Normal Univ, Sch Educ, Shijiazhuang, Hebei, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.

年份：2022

卷号：15

起止页码：2035-2048

外文期刊名：PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT

收录：;Scopus(收录号：2-s2.0-85135588466);WOS:【SSCI(收录号:WOS:000838419700001)】；

基金：This study was supported by the Hebei Normal University 2017 Humanities and Social Sciences Research Fund (S2017B17) and the Project of Basic Education Development Research Center of Hebei Normal University (JJZX2020Y10) .

语种：英文

外文关键词：academic enjoyment; classroom environment; academic self-concept; academic achievement

摘要：Purpose: Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement. Methods: We recruited 750 Chinese middle school students and they completed the classroom environment, academic self-concept, and academic enjoyment questionnaires. Results: After controlling for gender and grade, the results of structural equation modeling showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics. The mediating path from classroom environment to academic self-concept was moderated by academic achievement. Classroom environment positively predicted academic self-concept for the higher achieving students. However, the effect of classroom environment on academic self-concept was not significant for the lower achieving students. Conclusion: These findings highlight that classroom environment has a more salient impact on academic self-concept and enjoyment for higher achieving students than for lower achieving students. The study results provide guidelines for educators regarding effective interventions for fostering positive academic emotions.