学生感知的学校氛围与主客观学业成绩:心理素质及其分维度的中介作用

本研究旨在探究心理素质及其分维度在学生感知的学校氛围与主客观学业成绩之间的中介作用。采用整群抽样的方法选取被试，样本一抽取北京、陕西等七个省市10所中学7~12年级共1274名学生，样本二抽取重庆、湖南等四个省市7所中学7~12年级共2190名学生。结果表明：（1）学生感知的学校氛围与主观学业成绩存在显著正相关，与客观成绩的正相关呈边缘显著，与心理素质存在显著正相关；（2）心理素质在感知的学校氛围与主客观学业成绩之间中介作用显著；（3）心理素质的不同维度在学生感知的学校氛围与学业成绩关系之间中介作用存在差异，其中认知品质在学生感知的学校氛围与学业成绩之间存在稳定的正向中介作用。研究结果启示教育者在实施素质教育的过程中，应注意营造积极的学校氛围，以此提高学生心理素质，尤其是认知品质的发展，从而提高学生的学业成绩。

How Students Perceived School Climate Effect on Subjective and Objective Academic Achievement: The Mediating Role of Psychological Suzhi

This study aimed to examine the mediating effect of psychological suzhi in the relationship between the students' perceptions of school climate and their subjective and objective academic achievement. Two adolescent samples were selected according to cluster sampling approach. The first sample included 1274 7~12th grade students which were from 10 schools in Beijing, Shanxi, and other provinces or cities. The second included 2190 7~12th grade students from 7 schools in Chongqing, Hunan, and other provinces or cities. Correlation and mediation analyses suggested that:(1) There were significant positive relationships between the students' perceptions of school climate, psychological suzhi, and their subjective academic achievement, as well as objective academic achievement (marginally significant); (2) psychological suzhi mediates the relationship between perceived school climate and academic achievement in subjective and objective; (3) there were different mediating effects of different dimensions of psychological suzhi on the relationship between perceived school climate and academic achievement. Among them, cognitive quality plays a stronger positive mediating role in the relation between them. These results suggested that in the process of quality education, educators should pay attention to create positive school climate in order to improve students' psychological suzhi, especially the development of cognitive quality, which would contribute to promote students' academic development.