班级环境变量对儿童社会行为与学校适应间关系的影响

运用同伴提名和问卷法，对82个城市初中班级的4650名学生进行了测试，并使用多水平分析技术探讨了班级环境变量对儿童社会行为和学校适应间关系的影响。结果显示：儿童的亲社会行为可以显著地正向预测其同伴接受和学业成就，儿童的攻击、退缩行为对学业成就和同伴接受有明显的负向预测效果；在班级环境变量方面，老师支持可以减弱退缩行为和学校适应间的负向联系；老师训诫不仅可以减弱攻击行为与同伴接受间的负向关联，并且对退缩行为与学业成就之间的负向联系也具有削弱效果；同学关系这一变量的班级效果最为明显，可以明显地增强儿童问题行为与学校适应间的负向联系；而班级秩序纪律对攻击行为和学校适应间的负向关联有明显的强化效果。

CLASSROOM EFFECTS ON THE RELATIONS BETWEEN CHILDRENS SOCIAL BEHAVIORS AND SCHOOL ADJUSTMENT

Multilevel data analysis was used to explore the effect of classroom climate on the relations between children's social behaviors and their academic achievement and peer acceptance. Subjects consisted of 4650 middle school students from 82 classes. Peer nomination was used to measure children's prosocial, aggressive and withdrawn behaviors and peer acceptance. Classroom climate included teacher's support, harsh teaching style, student relationship, classroom order and rule clarity. These were measured by student self-reports that were aggregated into classroom variables. Results showed that children's prosocial behavior positively predicted academic achievement and peer acceptance, whereas aggression and withdrawal negatively predicted these two school adjustment variables. Teacher's support reduced the negative relation between withdrawal and school adjustment; harsh teaching style reduced the negative relation between aggression and peer acceptance and between withdrawal and academic achievement; student relationship reinforced the negative relations of aggression and withdrawal to school adjustment variables; classroom order and rule clarity also enhanced the negative relation between aggression and school adjustment.