Task-Focused Behavior Mediates the Associations Between Supportive Interpersonal Environments and Students’ Academic Performance
一项纵向研究发现，儿童在课堂上的任务聚焦行为，是支持性人际环境（权威型教养、教师积极情感、同伴接纳）提升学业表现的关键中介因素。
In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.