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

摘要/Abstract

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。

关键词: 校园氛围, 学业成就, 学校依恋, 自控, 有调节的中介

Abstract: A massive literature documents the positive association between school climate and adolescents' academic achievement, but little is known about the mediating and moderating mechanisms underlying this relation. This study constructed a moderated mediation model to examine whether school attachment mediated the relation between school climate and academic achievement, and whether this mediating process was moderated by adolescents' self-control. With stratified-cluster sampling method, 2758 junior high school students completed questionnaire measures of school climate, school attachment, self-control and academic achievement. The results indicated that:(1) After controlling for gender, grade, and socioeconomic status, school climate significantly contributed to academic achievement;(2) School attachment played a mediating role in the relationship between school climate and academic achievement;(3) Self-control moderated the mediated path through school attachment, such that this indirect effect was much stronger for adolescents with low self-control relative to those with high self-control. Thus, both mediating and moderating effects exist in the association between school climate and adolescents' academic achievement.

Key words: school climate, academic achievement, school attachment, self-control, moderated mediation

中图分类号:

G442

鲍振宙, 张卫, 李董平, 李丹黎, 王艳辉. 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[J]. 心理发展与教育, 2013, 29(1): 61-70.

BAO Zhen-zhou, ZHANG Wei, LI Dong-ping, LI Dan-li, WANG Yan-hui. School Climate and Academic Achievement Among Adolescents：A Moderated Mediation Model[J]. Psychological Development and Education, 2013, 29(1): 61-70.

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