【摘要】 为考察同伴支持对初中生数学学习投入的影响机制，采用问卷法对1177名七、八年级学生感知到的同伴支持、数学认同、数学焦虑和数学学习投入进行测查。结果发现：同伴支持不仅能直接预测初中生的数学学习投入，还通过数学认同经数学焦虑的链式中介作用来预测数学学习投入；对数学认同和数学焦虑的得分进行潜剖面分析，可将学生分为高认同-低焦虑、中认同-中焦虑和低认同-高焦虑三组，同伴支持可预测学生的不同亚组，三组学生的数学学习投入得分存在显著差异。上述发现为促进基础教育阶段学生数学学习投入的教育实践提供了理论依据。更多还原

【Abstract】 To explore the relationship among peer support, mathematics identity, mathematics anxiety and mathematics learning engagement from the perspectives of variable-oriented and person-oriented approaches, a questionnaire survey was conducted among1177 secondary school students. The results showed that peer support significantly and positively predicted students’ mathematics learning engagement, which was meditated by mathematics identity and mathematics anxiety. By using personal-oriented analysis,the LPA of mathematics identity and mathematics anxiety were identified as three latent profiles, that is, high identity-low anxiety type, middle identity-middle anxiety type and low identity-high anxiety type. We also found that peer support predicted these profiles, which differentially predicted mathematics learning engagement. These findings emphasize the importance of peer support,mathematics identity and mathematics anxiety in promoting students’ mathematics learning engagement in secondary school.更多还原