教师自主支持与高年级小学生学业水平的关系：学习力的中介作用

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Relationship between teacher autonomy support and academic achievement in upper-grade primary students： the mediatingrole of learning capacity

Zhu Siyu'，Wang Xinliang'，Ni Kesong'，Shen Qiya'，Ding Yueping²

1School of Educational Science，Taizhou University， Taizhou，Jiangsu 2253oo， China;²Taizhou Academyof

Educational Sciences， Taizhou， Jiangsu 2253oo， China

Corresponding author：DingYueping，Email：Dingyp_2015@163.com

【Abstract】Objective To explore the current situation of learning power of primary school students in grades 4-6and its role inthe relationship between teacher autonomous support andacademic performance.Methods A total of 63O primary school students in a city were surveyed using the teacher autonomy support questionnaire， learning ability questionnaire for primary and secondary school students，andacademic level scale.ResultsThe overall learning power of upper-primary school students wasabove the average level. Teacher autonomous support was significantly and positively correlated with both learning power and academic achievement （r=0.696， ′⋅ =0.452， respectively，all P<0.01 ）.Learning power had a complete mediating effect in the relationship between teacher autonomous support and their academic level.Conclusion Teacher autonomous support can not only directly affect academic achievement but mayalso indirectlyafects academic achievement of primary school students through their learning power.

【Key words 】 Primary school students; Learning power; Teacher autonomy support

Fund program： Jiangsu Provincial Department of Education Higher Education Philosophy and Social

Sciences Research Project （2O23SJYB2257）; Jiangsu Province University Innovation and Entrepreneurship Training

Program （2024129170123y） DOI：10.19521/j.cnki.1673-1662.2025.04.006

在教育改革的持续深化过程中，培养并提升学生的自主学习能力已成为教育领域的一项重要目标。（剩余6545字）