Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (2): 192-202.doi: 10.16187/j.cnki.issn1001-4918.2019.02.08

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The Mediation Effect of Core Self-evaluation between Class Environment and Academic Stress among Middle School Students——The Moderation Effect of Gender

LI Beilei1, GAO Ting1, DENG Linyuan1, CHEN Juejun2, NI Hong3   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875, China;
    2. Qinghua High School in Fengtai, Beijing 100875, China;
    3. Department of Psychology, California State University-Fresno, USA
  • Published:2019-04-19

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Abstract: Adopting ClassMaps Survey, Academic Stress Questionnaire of Middle School Students and Core Self-Evaluation Scale, 697 7th to 9th 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

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