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
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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。
Adopting ClassMaps Survey,Academic Stress Questionnaire of Middle School Students and Core Self-Evaluation Scale,697 7 thto 9 thgrade 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.
Adopting ClassMaps Survey,Academic Stress Questionnaire of Middle School Students and Core Self-Evaluation Scale,697 7 thto 9 thgrade 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.
引文
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Ang,R.P.,&Huan,V.S.(2006).Relationship between academic stress and suicidal ideation:Testing for depression as a mediator using multiple regression.Child Psychiatry and Human Development,37(2),133-143.
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Baker,J.A.(2006).Contributions of teacher-child relationships to positive school adjustment during elementary school.Journal of School Psychology,44(3),211-229.
Benenson,J.F.(1990).Gender differences in social networks.The Journal of Early Adolescence,10(4),472-495.
Brady,S.S.,&Matthews,K.A.(2006).Chronic stress influences ambulatory blood pressure in adolescents.Annals of Behavioral Medicine,31(1),80-88.
Bronfenbrenner,U.(2011).Ecological systems theory.New York:Springer US.
Chao,R.K.(1996).Chinese and European American mothers'beliefs about the role of parenting in children's school success.Journal of Cross-Cultural Psychology,27(4),403-423.
Chionh,Y.H.,&Fraser,B.J.(2009).Classroom environment,achievement,attitudes and self-esteem in geography and mathematics in Singapore.International Research in Geographical&Environmental Education,18(1),29-44.
Colwell,J.,&O'Connor,T.(2003).Understanding nurturing practices:A comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classrooms.British Journal of Special Education,30(3),119-124.
Conley,K.M.,&Lehman,B.J.(2012).Test anxiety and cardiovascular responses to daily academic stressors.Stress and Health,28(1),41-50.
Conner,J.O.,Miles,S.B.,&Pope,D.C.(2014).How many teachers does it take to support a student?Examining the relationship between teacher support and adverse health outcomes in high-performing,pressure-cooker high schools.The High School Journal,98(1),22-42.
Doll,B.(2013).Enhancing Resilience in Classrooms.In S.Goldstein and R.Brooks,Eds.Handbook of resilience in children(2nd ed.,pp.399-410).New York:Springer.
Doll,B.,Champion,S.A.,Guerrero,C.,Dooley,K.,&Turner,A.(2010).The ClassMaps Survey:A measure of middle school science students'perceptions of classroom characteristics.Journal of Psychoeducational Assessment,28(4),338-348.
Doll,B.,Zucker,S.,&Brehm,K.(2004).Resilient classrooms:Creating healthy environments for learning.New York:Guilford Press.
Dotterer,A.M.,Mc Hale,S.M.,&Crouter,A.C.(2009).The development and correlates of academic interests from childhood through adolescence.Journal of Educational Psychology,101(2),509-519.
Fast,L.A.,Lewis,J.L.,Bryant,M.J.,Bocian,K.A.,Cardullo,R.A.,Rettig,M.,et al.(2010).Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?Journal of Educational Psychology,102(3),729-740.
Ferguson,P.D.,&Fraser,B.J.(1998).Student gender,school size and changing perceptions of science learning environments during the transition from primary to secondary school.Research in Science Education,28(4),387-397.
Ferris,D.L.,Rosen,C.R.,Johnson,R.E.,Brown,D.J.,Risavy,S.D.,&Heller,D.(2011).Approach or avoidance(or both?):Integrating core self-evaluations within an approach/avoidance framework.Personnel Psychology,64(1),137-161.
Fraser,B.J.(1998).Classroom environment instruments:Development,validity and applications.Learning Environments Research,1,7-33.
Gbadamosi,G.,&Ross,C.(2012).Perceived stress and performance appraisal discomfort:The moderating effects of core self-evaluations and gender.Public Personnel Management,41(4),637-659.
Gherasim,L.R.,Butnaru,S.,&Mairean,C.(2013).Classroom environment,achievement goals and maths performance:Gender differences.Educational Studies,39(1),1-12.
Goodenow,C.(1993).Classroom belonging among early adolescent students:Relationships to motivation and achievement.The Journal of Early Adolescence,13(1),21-43.
Hajovsky,D.B.,Mason,B.A.,&Mc Cune,L.A.(2017).Teacher-student relationship quality and academic achievement in elementary school:A longitudinal examination of gender differences.Journal of School Psychology,63(4),119-133.
Hesketh,T.,&Ding,Q.J.(2005).Anxiety and depression in adolescents in urban and rural China.Psychological Reports,96(2),435-444.
Hystad,S.W.,Eid,J.,Laberg,J.C.,Johnsen,B.H.,&Bartone,P.T.(2009).Academic stress and health:Exploring the moderating role of personality hardiness.Scandinavian Journal of Educational Research,53(5),421-429.
Ifdil,&Bariyyah,K.(2015).The effectiveness of peer-helping to reduce academic-stress of students.Addictive Disorders&their Treatment,14(4),176-181.
Judge,T.A.,&Bono,J.E.(2001).Relationship of core self-evaluations traits,self-esteem,generalized self-efficacy,locus of control,and emotional stability with job satisfaction and job performance:Ameta-analysis.Journal of Applied Psychology,86(1),80-92.
Judge,T.A.,Locke,E.A.,&Durham,C.C.(1997).The dispositional causes of job satisfaction:A core evaluations approach.Research in Organizational Behavior,19(1),151-188.
Khan,Z.,Lanin,A.B.,&Ahmad,N.(2015).The level of stress in male and female school students.Journal of Education&Practice,6(13),166-168.
Khanehkeshi,A.,&Basavarajappa.(2011).The relationship of academic stress with aggression,depression and academic performance of college students in Iran.i-Manager's Journal on Educational Psychology,5(1),24-31.
Korpershoek,H.,Harms,T.,de Boer,H.,van Kuijk,M.,&Doolaard,S.(2016).A meta-analysis of the effects of classroom management strategies and classroom management programs on students’academic,behavioral,emotional,and motivational outcomes.Review of Educational Research,86(3),643-680.
Krstic,K.(2015).Attachment in the student-teacher relationship as a factor of school achievement.Teaching Innovations,28(3),167-188.
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