初中生班级集体效能的结构、影响因素及其与学校适应发展趋势的关系
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摘要
上世纪80年代中期，Bandura在自我效能的基础上提出集体效能，旨在群体的水平上解释群体或团体的行为。集体效能概念一经提出，便被学者广泛引入到学校教育、企业团队、体育运动、竞技小组、社区构建、军事组织和群体的政治活动等研究领域。在上述广泛的研究领域，集体效能与群体行为之间的密切关系已经得到充分证实。
集体效能在学校教育中的应用也立即引起学者的积极关注，并分别产生了教师集体效能和班级集体效能等概念。关于教师集体效能，国内外研究已积累较为丰硕的成果，但有关班级集体效能研究尚处于起步阶段，主要表现为：（1）在研究内容上，班级集体效能的内涵与结构尚存争议，对班级集体效能的影响因素缺乏深入而系统的探讨，尚无研究考察班级集体效能对学校适应的影响；（2）在研究设计上，已有研究均采用横断设计；（3）在分析方法上，很少有研究关涉班级集体效能的研究数据存在嵌套层级的特点。鉴于已有研究存在的不足，本研究拟采用横断设计与追踪设计相结合的方法，主要探讨三个方面的问题：（1）厘清初中生班级集体效能的内涵与结构，编制初中生班级集体效能量表，并在学生和班级两个水平上对班级集体效能的构念进行验证；（2）在个体和班级的不同水平上，系统探讨初中生班级集体效能的影响因素；（3）揭示初中生学校适应的发展趋势，并考察班级集体效能对其发展趋势的影响。
采用问卷调查法，通过分层整群随机抽样，横断研究分别在江苏省苏州市、常州市、南通市与盐城市，山东省济南市与潍坊市选取了15所初中168个班级5083名有效被试，追踪研究选取了江苏省南通市2所中学30个班级836名初中生。追踪研究从初一年级第一学期开始，一直追踪到初二年级，历时2年，共测查了4次。主要运用多层线性模型、多层结构方程模型和多水平潜变量增长模型对数据进行分析，结果发现：
（1）初中生班级集体效能是指班级成员共享的、对于班级作为一个整体能够成功达成班级目标所需能力的知觉与信念。初中生班级集体效能包括班级能力评价与班级目标达成。两水平的信效度分析表明，初中生班级集体效能量表具有良好的信效度，且班级水平的测量均要优于个体水平的测量。
（2）两水平的结构方程模型分析表明：①在个体水平上，即使控制性别、年级和家庭社会经济地位的影响后，学生自我效能对班级集体效能还具有显著的正向预测作用；②在班级水平上，班主任变革型领导行为和班主任交易型领导行为对班级集体效能均无直接的影响，但分别通过班级互动模式与班级优秀成员表现的中介作用而影响班级集体效能。具体而言，班主任变革型领导行为通过班级互动模式的中介作用影响班级集体效能，而班主任交易型领导行为则通过班级优秀成员表现，再通过班级互动模式作用于班级集体效能。
（3）多层线性模型分析表明，在控制学生性别、年级、家庭社会经济地位的影响后，班级集体效能对学校适应具有直接的正向预测作用。进一步的跨层级中介效应分析表明，学生自我效能在班级集体效能和学校适应之间起完全中介效应。
（4）通过对7个竞争模型进行比较，结果发现学校适应的发展趋势不仅存在个体间的差异，而且在班级水平上也存在变异。多水平的潜变量增长模型分析表明：①在个体水平上，初中生学校适应水平随着年龄的增长而线性增长，学校适应的初始水平与发展速度呈负向相关，即初中生在学校适应的初始水平越高，其发展速度反而越慢；初中生学校适应的初始水平和发展速度存在极其显著的性别差异，虽然男生在学校适应的初始水平上低于女生，但在学校适应的发展速度上，男生却要快于女生；家庭社会经济地位对初中生学校适应的初始水平和发展速度均无影响；学生自我效能对初中生学校适应的初始水平和发展速度具有显著的影响，学生自我效能越高，其学校适应的初始水平就越好，具有较高自我效能学生的学校适应发展速度要慢于低自我效能的学生；②在班级水平上，初中生学校适应的线性增长速度没有达到显著水平，但在学校适应的初始水平上，班级之间的差异较为明显，班级集体效能对初中生学校适应的初始水平具有正向预测作用。
The concept of collective efficacy has been proposed by Bandura to explainbehavior of groups and organizations at the group level in1980s. It was since thenintroduced to many areas, such as school education, team sports, athletic team,community building, military organizations and political activities of groups. Therelations between collective efficacy and group behavior have been fully confirmed inthese various areas. Then scholars pay much attention to the application of collectiveefficacy into school education, and created the concept ions of collective teacherefficacy and Collective class Efficacy. Researchers in the home and broad haveobtained many findings of collective teacher efficacy, but research of collective classefficacy is still in its infancy. As regards for the research content, the connotation andstructure of Collective class Efficacy remains controversial and lacks systematicstudies, and there is no research regarding the relationship between collective classefficacy and school adjustment. What’s more, previous researches are all in thecross-sectional design, and few researches consider the existence of nested hierarchy.In view of the deficiencies of previous researches, the present study talks about threemain questions by combining the method of cross-sectional design and trace design.Firstly, the meaning and structure of collective class efficacy is clarified, and a scaleon junior high school students’ collective class efficacy is established. Secondly,factors which influence junior high students’ collective class efficacy are exploredsystematically. Thirdly, the present study reveals the development of schooladjustment of middle school students and investigates the influence of Collective class Efficacy on school adjustment.
Using the questionnaire survey and through stratified cluster random sampling,5083students from168classes in15schools are sampled in the cross-sectional study,and836students from30classes in2schools sampled in the longitudinal study. Thetracing study lasts two years, from the first semester of grade first to grade two,accounting for four investigations. The Hierarchical Linear Model, the MultilevelStructure Equation Model and Multilevel Latent Growth Curve model are applied intothe data analysis. Results are as follows:
The junior high school students’ collective class efficacy refers to the sharingperceptions of students in a class that the ability of the class as a whole will achievethe goal,which is not only goal of learning, but also activity.Through the procedure ofdepth interviews, open-ended questionnaire, forecast and formal measurement,exploratory factor analysis and multilevel confirmatory factor analysis of datacollected reveals that middle school students’ collective class efficacy includescapacity evaluation and class goal achievement. All indicators of the two-levelmeasurement, such as the coefficient of internal consistency, test-retested reliability,convergent validity, construct reliability and predictive validity, have reachedpsychometric requirements, which suggests that the scale on junior high schoolstudents’ collective class efficacy is in good reliability and validity.
Results of analysis of multilevel structure equitation model are these:1) in theindividual level, even the influence of gender, grade and family socio-economic statusis controlled, students self-efficacy can still positively predict collective class efficacy.2) In the class level, head teachers’ transformational leadership behavior andtransactional behavior has no immediate impact on collective class efficacy, but eachof them can influence collective class efficacy through the mediation effect of classinteraction process and performance of outstanding members in the class. Specifically,head teachers’ transformational behavior influence collective class efficacy throughthe mediation effect of class interaction process, while head teachers’ transactionalleadership behavior influence it through performance of outstanding members, andthen though class interaction process further.IV
Hierarchical Linear Model indicates that collective class efficacy can positivelypredict school adjustment. Furthermore, multilevel analysis of mediation effectshowed that student self-efficacy has a full mediation effect in the relationshipbetween collective class efficacy and school adjustment.
Comparing seven competition models, we found the differences of schooladjustment growth not only between individuals but also classes. The multilevel latentgrowth Curve model analysis shows that:1) In the individual level, middle schoolstudents’ school adjustment increases with age linearly, and the initial level of schooladjustment and pace of development are negatively related, that is to say, the higherthe initial level of school adjustment is, the more slowly it grows; there existsextremely significant gender difference on the level of school adjustment and the paceof development, although boys are lower than girls on the level of adjustment, theyare higher on the development speed; family socioeconomic status had no effect onmiddle school students’ initial level of adjustment or the speed of its development;student self-efficacy has effect on junior high school students’ initial level anddevelopment speed of school adjustment, the higher their self-efficacy is, the higherthe initial level of school adjustment is, whereas school adjustment of students withhigher self-efficacy develop more slowly than those with lower self-efficacy.2) At theclass level, the linear growth rate of middle school students’ school adjustment is notsignificant, but differences between classes are more obvious on the initial level ofschool adjustment. Collective classe fficacy can predict middle school students’school adjustment positively.
集体效能在学校教育中的应用也立即引起学者的积极关注，并分别产生了教师集体效能和班级集体效能等概念。关于教师集体效能，国内外研究已积累较为丰硕的成果，但有关班级集体效能研究尚处于起步阶段，主要表现为：（1）在研究内容上，班级集体效能的内涵与结构尚存争议，对班级集体效能的影响因素缺乏深入而系统的探讨，尚无研究考察班级集体效能对学校适应的影响；（2）在研究设计上，已有研究均采用横断设计；（3）在分析方法上，很少有研究关涉班级集体效能的研究数据存在嵌套层级的特点。鉴于已有研究存在的不足，本研究拟采用横断设计与追踪设计相结合的方法，主要探讨三个方面的问题：（1）厘清初中生班级集体效能的内涵与结构，编制初中生班级集体效能量表，并在学生和班级两个水平上对班级集体效能的构念进行验证；（2）在个体和班级的不同水平上，系统探讨初中生班级集体效能的影响因素；（3）揭示初中生学校适应的发展趋势，并考察班级集体效能对其发展趋势的影响。
采用问卷调查法，通过分层整群随机抽样，横断研究分别在江苏省苏州市、常州市、南通市与盐城市，山东省济南市与潍坊市选取了15所初中168个班级5083名有效被试，追踪研究选取了江苏省南通市2所中学30个班级836名初中生。追踪研究从初一年级第一学期开始，一直追踪到初二年级，历时2年，共测查了4次。主要运用多层线性模型、多层结构方程模型和多水平潜变量增长模型对数据进行分析，结果发现：
（1）初中生班级集体效能是指班级成员共享的、对于班级作为一个整体能够成功达成班级目标所需能力的知觉与信念。初中生班级集体效能包括班级能力评价与班级目标达成。两水平的信效度分析表明，初中生班级集体效能量表具有良好的信效度，且班级水平的测量均要优于个体水平的测量。
（2）两水平的结构方程模型分析表明：①在个体水平上，即使控制性别、年级和家庭社会经济地位的影响后，学生自我效能对班级集体效能还具有显著的正向预测作用；②在班级水平上，班主任变革型领导行为和班主任交易型领导行为对班级集体效能均无直接的影响，但分别通过班级互动模式与班级优秀成员表现的中介作用而影响班级集体效能。具体而言，班主任变革型领导行为通过班级互动模式的中介作用影响班级集体效能，而班主任交易型领导行为则通过班级优秀成员表现，再通过班级互动模式作用于班级集体效能。
（3）多层线性模型分析表明，在控制学生性别、年级、家庭社会经济地位的影响后，班级集体效能对学校适应具有直接的正向预测作用。进一步的跨层级中介效应分析表明，学生自我效能在班级集体效能和学校适应之间起完全中介效应。
（4）通过对7个竞争模型进行比较，结果发现学校适应的发展趋势不仅存在个体间的差异，而且在班级水平上也存在变异。多水平的潜变量增长模型分析表明：①在个体水平上，初中生学校适应水平随着年龄的增长而线性增长，学校适应的初始水平与发展速度呈负向相关，即初中生在学校适应的初始水平越高，其发展速度反而越慢；初中生学校适应的初始水平和发展速度存在极其显著的性别差异，虽然男生在学校适应的初始水平上低于女生，但在学校适应的发展速度上，男生却要快于女生；家庭社会经济地位对初中生学校适应的初始水平和发展速度均无影响；学生自我效能对初中生学校适应的初始水平和发展速度具有显著的影响，学生自我效能越高，其学校适应的初始水平就越好，具有较高自我效能学生的学校适应发展速度要慢于低自我效能的学生；②在班级水平上，初中生学校适应的线性增长速度没有达到显著水平，但在学校适应的初始水平上，班级之间的差异较为明显，班级集体效能对初中生学校适应的初始水平具有正向预测作用。
The concept of collective efficacy has been proposed by Bandura to explainbehavior of groups and organizations at the group level in1980s. It was since thenintroduced to many areas, such as school education, team sports, athletic team,community building, military organizations and political activities of groups. Therelations between collective efficacy and group behavior have been fully confirmed inthese various areas. Then scholars pay much attention to the application of collectiveefficacy into school education, and created the concept ions of collective teacherefficacy and Collective class Efficacy. Researchers in the home and broad haveobtained many findings of collective teacher efficacy, but research of collective classefficacy is still in its infancy. As regards for the research content, the connotation andstructure of Collective class Efficacy remains controversial and lacks systematicstudies, and there is no research regarding the relationship between collective classefficacy and school adjustment. What’s more, previous researches are all in thecross-sectional design, and few researches consider the existence of nested hierarchy.In view of the deficiencies of previous researches, the present study talks about threemain questions by combining the method of cross-sectional design and trace design.Firstly, the meaning and structure of collective class efficacy is clarified, and a scaleon junior high school students’ collective class efficacy is established. Secondly,factors which influence junior high students’ collective class efficacy are exploredsystematically. Thirdly, the present study reveals the development of schooladjustment of middle school students and investigates the influence of Collective class Efficacy on school adjustment.
Using the questionnaire survey and through stratified cluster random sampling,5083students from168classes in15schools are sampled in the cross-sectional study,and836students from30classes in2schools sampled in the longitudinal study. Thetracing study lasts two years, from the first semester of grade first to grade two,accounting for four investigations. The Hierarchical Linear Model, the MultilevelStructure Equation Model and Multilevel Latent Growth Curve model are applied intothe data analysis. Results are as follows:
The junior high school students’ collective class efficacy refers to the sharingperceptions of students in a class that the ability of the class as a whole will achievethe goal,which is not only goal of learning, but also activity.Through the procedure ofdepth interviews, open-ended questionnaire, forecast and formal measurement,exploratory factor analysis and multilevel confirmatory factor analysis of datacollected reveals that middle school students’ collective class efficacy includescapacity evaluation and class goal achievement. All indicators of the two-levelmeasurement, such as the coefficient of internal consistency, test-retested reliability,convergent validity, construct reliability and predictive validity, have reachedpsychometric requirements, which suggests that the scale on junior high schoolstudents’ collective class efficacy is in good reliability and validity.
Results of analysis of multilevel structure equitation model are these:1) in theindividual level, even the influence of gender, grade and family socio-economic statusis controlled, students self-efficacy can still positively predict collective class efficacy.2) In the class level, head teachers’ transformational leadership behavior andtransactional behavior has no immediate impact on collective class efficacy, but eachof them can influence collective class efficacy through the mediation effect of classinteraction process and performance of outstanding members in the class. Specifically,head teachers’ transformational behavior influence collective class efficacy throughthe mediation effect of class interaction process, while head teachers’ transactionalleadership behavior influence it through performance of outstanding members, andthen though class interaction process further.IV
Hierarchical Linear Model indicates that collective class efficacy can positivelypredict school adjustment. Furthermore, multilevel analysis of mediation effectshowed that student self-efficacy has a full mediation effect in the relationshipbetween collective class efficacy and school adjustment.
Comparing seven competition models, we found the differences of schooladjustment growth not only between individuals but also classes. The multilevel latentgrowth Curve model analysis shows that:1) In the individual level, middle schoolstudents’ school adjustment increases with age linearly, and the initial level of schooladjustment and pace of development are negatively related, that is to say, the higherthe initial level of school adjustment is, the more slowly it grows; there existsextremely significant gender difference on the level of school adjustment and the paceof development, although boys are lower than girls on the level of adjustment, theyare higher on the development speed; family socioeconomic status had no effect onmiddle school students’ initial level of adjustment or the speed of its development;student self-efficacy has effect on junior high school students’ initial level anddevelopment speed of school adjustment, the higher their self-efficacy is, the higherthe initial level of school adjustment is, whereas school adjustment of students withhigher self-efficacy develop more slowly than those with lower self-efficacy.2) At theclass level, the linear growth rate of middle school students’ school adjustment is notsignificant, but differences between classes are more obvious on the initial level ofschool adjustment. Collective classe fficacy can predict middle school students’school adjustment positively.
引文
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