初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用

doi:10.16187/j.cnki.issn1001-4918.2019.02.08

摘要/Abstract

摘要： 为考察初中生的核心自我评价在班级环境和学业压力之间的中介作用及此作用在不同性别群体中的差异性，对北京市四所初中697名初一到初三的学生进行了班级地图量表、中学生学习压力问卷、核心自我评价量表的测查。结果表明：（1）总体班级环境不存在显著性别差异，但女生在学业自我决定上具有小效应量的显著优势，男生的学业压力显著高于女生，核心自我评价不存在显著性别差异；（2）班级环境中的师生关系和班级行为自控可以显著预测学业压力，两者共同解释学业压力12%的变异；（3）男生和女生的核心自我评价在班级环境和学业压力间均起完全中介作用；（4）女生群体中核心自我评价的中介作用显著高于男生群体，说明性别对此中介效应存在调节作用。最后对核心自我评价在班级环境和学业压力之间的中介机制及其对女生群体的重要意义等进行了讨论。

关键词: 初中生, 班级环境, 核心自我评价, 学业压力, 性别

Abstract: Adopting ClassMaps Survey, Academic Stress Questionnaire of Middle School Students and Core Self-Evaluation Scale, 697 7^th to 9^th grade students in four middle schools of Beijing were tested to explore the mediating role of core self-evaluation on the relationship between class environment and academic stress as well as its gender differences. The results showed that:(1) There were no significant gender differences in general class environment and core self-evaluation. Girl's academic autonomy was significantly higher than that of boy's, while boy's academic stress was significantly higher than that of girl's; (2) The teacher-student relationship and class behavior self-regulation significantly predicted the students' academic stress and together explained 12% variability of the dependent variable; (3) The core self-evaluation fully mediated the effect of class environment on academic stress in both gender groups; (4) The mediation effect of core self-evaluation in girls was significant higher than that in boys. The mediation effect of core self-evaluation between class environment and academic stress and the moderation effect of gender were discussed at last.

Key words: middle school students, class environment, core self-evaluation, academic stress, gender

李蓓蕾, 高婷, 邓林园, 陈珏君, 倪虹. 初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用[J]. 心理发展与教育, 2019, 35(2): 192-202.

LI Beilei, GAO Ting, DENG Linyuan, CHEN Juejun, NI Hong. The Mediation Effect of Core Self-evaluation between Class Environment and Academic Stress among Middle School Students——The Moderation Effect of Gender[J]. Psychological Development and Education, 2019, 35(2): 192-202.

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