校园氛围与青少年学业成就的关系:一个有调节的中介模型

发布时间：2018-04-05 16:02

本文选题：校园氛围　切入点：学业成就　出处：《心理发展与教育》2013年01期

【摘要】：大量研究表明,校园氛围对青少年学业成就具有重要影响,但是关于校园氛围起作用的中介和调节机制却少有研究涉及。本研究提出一个有调节的中介模型,考察了学校依恋在校园氛围与学业成就关系中的中介作用,以及该过程是否受到自控水平的调节。采用分层整群抽样的方法,选取广东省10所学校2758名初中生作为被试,匿名填写校园氛围问卷、学校依恋问卷、自控问卷、学业成就问卷。结果显示:(1)在控制了性别、年级、社会经济地位后,校园氛围对学业成就具有正向预测作用;(2)学校依恋是校园氛围与学业成就之间的中介变量;(3)校园氛围通过学校依恋对学业成就的间接效应受到自控的调节,相对于自控水平高的青少年,间接效应对于自控水平低的青少年更显著。因此,校园氛围与学业成就之间既存在中介效应,又存在调节效应。
[Abstract]:A large number of studies show that campus atmosphere has an important impact on adolescents' academic achievement, but there are few studies on the mediation and regulation mechanism of campus atmosphere.In this study, a moderated intermediary model was proposed to investigate the intermediary role of school attachment in the relationship between campus atmosphere and academic achievement, and whether the process was regulated by self-control level.Using stratified cluster sampling, 2758 junior high school students from 10 schools in Guangdong province were selected to fill in the campus atmosphere questionnaire, school attachment questionnaire, self-control questionnaire and academic achievement questionnaire anonymously.The results showed that after controlling gender, grade, and socioeconomic status,Campus atmosphere has a positive predictive effect on academic achievement. (2) School attachment is an intermediary variable between campus atmosphere and academic achievement. Campus atmosphere is regulated by self-control through indirect effect of school attachment on academic achievement.The indirect effect is more significant for the adolescents with low level of self-control than those with high level of self-control.Therefore, the campus atmosphere and academic achievement exist both intermediary effect and regulatory effect.
【作者单位】：华南师范大学心理学院暨心理应用研究中心;华中师范大学心理学院;香港中文大学心理系;嘉应学院教育科学学院;
【分类号】：G511

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