| 学校氛围与初中生学业成就:学业情绪的中介和未来取向的调节作用 |
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| 引用本文： | 李文桃,刘学兰,喻承甫,张彩霞,叶佩珏.学校氛围与初中生学业成就:学业情绪的中介和未来取向的调节作用[J].心理发展与教育,2017,33(2):198-205. |
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| 作者姓名： | 李文桃 刘学兰 喻承甫 张彩霞 叶佩珏 |
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| 作者单位： | 1. 华南师范大学心理学院/心理应用研究中心, 广州 510631;
2. 广州大学教育学院, 广州 510006 |
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| 基金项目： | 广州市人文社科重点研究基地“幸福广州心理服务与辅导基地”资助项目 |
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| 摘 要： | 采用问卷法对1243名初中生进行调查研究,考察了学业情绪在学校氛围与初中生学业成就间的中介效应,以及未来取向对这一中介过程的调节效应。结果发现,(1)在控制了性别、年级、社会经济地位后,学校氛围对学业成就具有正向预测作用;(2)积极低唤醒学业情绪和消极低唤醒学业情绪显著中介学校氛围与学业成就的关系;(3)未来取向显著调节学校氛围对初中生学业成绩的直接路径,以及通过积极低唤醒和消极低唤醒学业情绪影响学业成绩的间接路径;即学校氛围和积极低唤醒学业情绪对学业成绩的影响在低未来取向的青少年群体中更为强烈;而学校氛围对消极低唤醒学业情绪的影响在高未来取向的青少年群体中更为强烈。总之,在学校氛围影响初中生学业成就的过程中,既存在中介效应,又存在调节效应。实际干预时,可以通过改善初中生学业情绪提高初中生的学业成就,未来取向可以进一步调节该过程。
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| 关 键 词： | 初中生 学校氛围 学业成就 学业情绪 未来取向 |
School Climate and Academic Achievement among Junior Middle School Students: A Moderated Mediation Model of Academic Emotions and Future Orientation |
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| LI Wentao,LIU Xuelan,YU Chengfu,ZHANG Caixia,YE Peijue.School Climate and Academic Achievement among Junior Middle School Students: A Moderated Mediation Model of Academic Emotions and Future Orientation[J].Psychological Development and Education,2017,33(2):198-205. |
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| Authors: | LI Wentao LIU Xuelan YU Chengfu ZHANG Caixia YE Peijue |
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| Affiliation: | 1. School of Psychology, South China Normal University/Psychology Applied Research Center, Guangzhou 510631;
2. Faculty of education, Guangzhou University, Guangzhou 510006 |
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| Abstract: | The present study investigated the relationship between school climate and junior middle school students'academic achievement,and was to explore the mediating effect of academic emotions as well as the moderating effect of future orientation.The school climate questionnaire,academic emotions questionnaire,future orientation scale,and academic achievement questionnaire were administered to 1243 junior middle school students (51% female) from two junior middle schools.Results were as follows:(1) after controlling for gender,grade,and SES,school climate could positively predict junior middle school students'academic achievement.(2) school climate influenced junior middle school students'academic achievement directly and indirectly through the positive low arousal and negative low arousal academic emotions.(3) future orientation moderated the mediation models:school climate-positive low arousal/negative low arousal academic emotions-academic achievement.Moreover,future orientation moderated the relationship between school climate and positive low arousal academic emotions,such that this indirect effect was much stronger for junior middle school students with high future orientation.While future orientation moderated the relationship between negative low arousal academic emotions and academic achievement,such that this indirect effect was much stronger for junior middle school students with low future orientation. |
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| Keywords: | junior middle school students school climate academic achievement academic emotions future orientation |
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