初中生公正世界信念对其学业成就的影响:感知的教师支持和班级公正的中介作用

发布时间：2018-06-17 21:23

本文选题：初中生 + 公正世界信念　；参考：《心理发展与教育》2017年02期

【摘要】：公正世界信念作为一种社会认知倾向,对于个体发展具有普遍影响,但是在学校情境中探索公正世界信念与学业成就的关系及影响机制的研究却很有限。本研究以郑州市两个区县的2584名初中一年级学生为被试,考察公正世界信念对其学业成就的影响,从班级生态环境的角度,探索个体对教师支持和班级公正的感知在二者之间的中介作用。结果发现:初中生的公正世界信念可显著预测其学业成就;在控制了性别、年龄后,学生的公正世界信念可分别通过对教师支持和班级公正的感知间接影响其学业成就,公正世界信念还可以通过感知的教师支持影响对班级公正的感知,进而影响学业成就的多重中介路径发挥作用。个体对班级教师支持和班级公正的感知是公正世界信念影响学业成就的重要途径。
[Abstract]:As a social cognitive tendency, the belief in the just world has a universal influence on the individual development, but the research on the relationship between the belief in the just world and academic achievement and its influence mechanism in the school context is very limited. In this study, 2584 first-year junior high school students in two districts and counties of Zhengzhou were selected to investigate the influence of the belief in the just world on their academic achievement, and from the perspective of the ecological environment of the class, This paper explores the intermediary role of individual perception of teacher support and class justice between the two. The results show that the faith-world beliefs of junior high school students can predict their academic achievement significantly, and after controlling gender and age, students' faith-world beliefs can influence their academic achievement indirectly through their perception of teacher support and class justice, respectively. Belief in the just world can also influence the perception of class justice through perceived teacher support, and then affect the multiple mediating paths of academic achievement. Individual perception of class teacher support and class justice is an important way to influence academic achievement by just world beliefs.
【作者单位】：北京师范大学中国基础教育质量监测协同创新中心;
【基金】：教育部人文社会科学研究青年基金(15JC190005)
【分类号】：G441

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