教育价值和逆境信念在家庭经济压力与学业成就之间的作用
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- 英文论文题名：Family Financial Strain and Adolescent Academic Achievement: A Moderated Mediation Model of Educational Value and Beliefs about Adversity
- 论文作者：赵力燕 ; 李董平 ; 徐小燕 ; 王艳辉 ; 孙文强
- 英文论文作者：Liyan Zhao ; Dongping Li ; Xiaoyan Xu ; Yanhui Wang ; Wenqiang Sun ; School of Education ; Chengdu College of Arts and Sciences ; School of Psychology ; Central China Normal University ; Institute of Education ; Sichuan Normal University ; School of Educational Science ; Jiaying University ; College of Educational Science ; Anhui Normal University
- 年：2015
- 作者机构：成都文理学院教育学院;华中师范大学心理学院;四川师范大学教育科学学院;嘉应学院教育科学学院;安徽师范大学教育科学学院;
- 论文关键词：家庭经济压力 ; 学业成就 ; 教育价值 ; 逆境信念 ; 青少年
- 英文论文关键词：family financial strain ; academic achievement ; educational value ; Chinese cultural beliefs about adversity ; adolescents
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B844.2
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：3
- 文件大小：829k
- 原文格式：D
- 会议级别：全国
摘要
大量研究表明,家庭经济压力对青少年学业成就具有显著不利影响。但目前学界对家庭经济压力"怎样"影响(中介机制)以及"何时"影响(调节机制)青少年学业成就仍知之甚少。有研究者从理论层面指出,家庭经济困难青少年学业成绩相对较差,可能受其"读书无用论"思想的影响,但目前较少有实证研究对此进行直接检验。另外,并非所有经济困难青少年都学不好,说明可能某些保护因素缓冲了家庭经济压力对青少年学业成就的不利影响。目前较少有研究对此进行探讨。基于上述观点,本研究拟构建一个有调节的中介模型,首先考察青少年教育价值观念(即读书是否有用)在家庭经济压力与学业成就之间的中介作用,同时检验了中国文化逆境信念(即坚信逆境具有积极意义并勇于挑战它)对该中介路径的调节作用。采用随机整群抽样法,选取四川省9所普通中学1613名青少年(平均年龄13.42岁,SD=1.22)作为研究对象。被试匿名填写家庭经济压力问卷、青少年教育价值问卷、中国文化逆境信念量表以及学业成就问卷。结果表明:(1)在控制了性别、年龄等人口学变量后,家庭经济压力能显著负向预测青少年的学业成就。(2)Bootstrap中介效应检验表明,教育价值在家庭经济压力与学业成就之间具有部分中介作用。(3)有调节的中介效应检验表明,积极的逆境信念能缓冲家庭经济压力通过教育价值对学业成就的不利影响。当个体持有消极的逆境信念时,家庭经济压力会促使青少年产生读书无用的思想,进而导致学业成就降低。但是,当个体持有积极的逆境信念时,家庭经济压力不会促使青少年产生读书无用的思想,不会进而降低学业成就。总之,本研究首次证实教育价值在家庭经济压力与学业成就之间的中介作用,同时也肯定了中国文化逆境信念对经济困难青少年的保护价值,是其学业成就表现出"心理韧性"的重要源泉。这一内在保护机制的揭示对教育实践有重要启示。教育工作者应重视家庭经济压力对学业成就的不利影响,更要帮助经济困难青少年树立正确的教育价值观念、形成积极的逆境信念,进而促进学业成就的提高。
A large body of research has documented the negative impact of family financial strain on adolescents' academic achievement. However, little is known about the mediating mechanism(i.e., how family financial strain impact adolescents' academic achievement?) and moderating mechanism(i.e., when the impact is most or least potent?) underlying this relation. Some theorists have proposed that poor adolescents often disvalue the role of education(i.e., they believe that education is not important for their success in the future), which in turn leads to poor academic performance. However, this mediating process has rarely been examined. In addition, not all adolescents experiencing economic strain have poor academic performance. Therefore, it is important to examine what factors play a protective role in the relationship between family economic strain and academic performance. The present study constructed a moderated mediation model to examine the mediating role of educational value in the relationship between family financial strain and academic achievement, as well as the moderating role of Chinese cultural beliefs about adversity(i.e., believing that adversity is important and necessary for one's development and daring to challenge it) in the direct and indirect relationship between family financial strain and academic achievement. With random cluster sampling method, 1,613 Chinese adolescents(mean age = 13.42 years, SD = 1.22) from Sichuan Province participated in this study. They anonymously completed demographic information questionnaire, Family Financial Strain Questionnaire, Educational Value Questionnaire, Chinese Cultural Beliefs about Adversity Scale, and Academic Achievement Questionnaire. The results indicated that:(a) after controlling for gender and age, family financial strain was significantly negatively associated with academic achievement;(b) mediation analysis showed that educational value partially mediated the relationship between family financial strain and academic achievement; and(c) moderated mediation analysis further indicated that Chinese cultural beliefs about adversity can buffer the indirect impact of family financial strain on academic achievement through educational value. When adolescents hold negative beliefs about adversity, family financial strain can decrease adolescent educational value, which in turn leads to low academic achievement. In contrast, when adolescents hold positive beliefs about adversity, family financial strain cannot decrease adolescent educational value and then cannot reduce academic achievement. This study is the first to demonstrate the mediating role of educational value in the relationship between family financial strain and academic achievement, and to confirm the protective role of Chinese cultural beliefs about adversity in the indirect relationship between economic strain and academic achievement. Our findings have some important implications for educational practice. First, educators should pay attention to the adverse impact of family financial strain on adolescent academic achievement. Second, they should also help adolescents in economic difficulties form positive value of education and positive beliefs about adversity.
A large body of research has documented the negative impact of family financial strain on adolescents' academic achievement. However, little is known about the mediating mechanism(i.e., how family financial strain impact adolescents' academic achievement?) and moderating mechanism(i.e., when the impact is most or least potent?) underlying this relation. Some theorists have proposed that poor adolescents often disvalue the role of education(i.e., they believe that education is not important for their success in the future), which in turn leads to poor academic performance. However, this mediating process has rarely been examined. In addition, not all adolescents experiencing economic strain have poor academic performance. Therefore, it is important to examine what factors play a protective role in the relationship between family economic strain and academic performance. The present study constructed a moderated mediation model to examine the mediating role of educational value in the relationship between family financial strain and academic achievement, as well as the moderating role of Chinese cultural beliefs about adversity(i.e., believing that adversity is important and necessary for one's development and daring to challenge it) in the direct and indirect relationship between family financial strain and academic achievement. With random cluster sampling method, 1,613 Chinese adolescents(mean age = 13.42 years, SD = 1.22) from Sichuan Province participated in this study. They anonymously completed demographic information questionnaire, Family Financial Strain Questionnaire, Educational Value Questionnaire, Chinese Cultural Beliefs about Adversity Scale, and Academic Achievement Questionnaire. The results indicated that:(a) after controlling for gender and age, family financial strain was significantly negatively associated with academic achievement;(b) mediation analysis showed that educational value partially mediated the relationship between family financial strain and academic achievement; and(c) moderated mediation analysis further indicated that Chinese cultural beliefs about adversity can buffer the indirect impact of family financial strain on academic achievement through educational value. When adolescents hold negative beliefs about adversity, family financial strain can decrease adolescent educational value, which in turn leads to low academic achievement. In contrast, when adolescents hold positive beliefs about adversity, family financial strain cannot decrease adolescent educational value and then cannot reduce academic achievement. This study is the first to demonstrate the mediating role of educational value in the relationship between family financial strain and academic achievement, and to confirm the protective role of Chinese cultural beliefs about adversity in the indirect relationship between economic strain and academic achievement. Our findings have some important implications for educational practice. First, educators should pay attention to the adverse impact of family financial strain on adolescent academic achievement. Second, they should also help adolescents in economic difficulties form positive value of education and positive beliefs about adversity.
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