A Study On The Relationship Among Junior Middle School Students' Epistemological Belief,Perceived Teacher Support,Autonomous Motivation And Learning Subjective Well-being

The purpose of this study is to understand the current situation of junior high school students' epistemological beliefs,perceived teacher support,autonomous motivation and learning subjective well-being,to explore the influence of junior high school students' epistemological beliefs,perceived teacher support and autonomous motivation on learning subjective well-being,and to explore the mediating effects of autonomous motivation on epistemological belief and perceived teacher support and learning subjective well-being,respectively.Firstly,on the basis of the College Students' Epistemological Belief Scale compiled by Zhou Yan,the scale was revised through project analysis and factor analysis to make it suitable for measuring junior middle school students' epistemological belief.Then 565 junior high school students were tested with the revised Epistemological Belief Scale,Perceived Teacher Support Scale,Autonomous Motivation Scale and Learning Subjective Well-being Scale.Statistical methods such as correlation analysis and structural equation model were used to study the relationship between epistemological belief,perceived teacher support,autonomous motivation and learning subjective well-being.It is found that epistemological belief,perceived teacher support and autonomous motivation all have an impact on learning subjective well-being.The results are as follows:1.The overall situation of junior high school students' epistemological belief is at the general level,and there are significant differences in students' origin,school nature and grade;The overall situation of perceived teacher support is at a low level,and there are significant differences in the nature of the school,the origin of students and the total score of perceived teacher support and the sub-dimension of learning support.The overall condition of the autonomous motive is on the high level,and the total scores and sub-dimensions of the autonomous motive have significant differences in gender and school nature.The overall condition of learning subjective well-being is at a medium or low level,and there are significant differences in grade.2.There is a significant positive correlation between junior high school students' epistemological beliefs,autonomous motivation and learning subjective well-being.epistemological belief and autonomous motivation have a positive predictive effect on learning subjective well-being.3.Autonomous motivation plays a completely mediating role between epistemological belief and subjective learning well-being,which shows that epistemological belief can influence learning subjective well-being of through autonomous motivation.4.There is a significant positive correlation between junior high school students' perceived teacher support,autonomous motivation and learning subjective well-being.Perceived teacher support and autonomous motivation have a positive predictive effect on learning subjective well-being.5.Autonomous motivation plays a part of mediating role between perceived teacher support and learning subjective well-being,which shows that perceived teacher support can not only directly affect students' learning subjective well-being,but also indirectly affect students' learning subjective well-being through autonomous motivation.