学校类型对初中生班级环境与核心自我评价关系的调节作用——北京市城市公立初中和打工子弟初中的多群组结构方程模型分析
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摘要
为考察城市公立初中和打工子弟初中的班级环境对学生核心自我评价的影响,应用《班级地图量表》和《核心自我评价量表》对北京市两类初中的697名初中生进行了测查。结果发现:(1)城市公立初中学生的班级环境与核心自我评价都显著高于打工子弟初中学生;(2)初中生的班级环境在总体上与各分维度上都与其核心自我评价显著相关,城市公立初中班级环境的学业自我效能和同伴友谊两个分维度能显著预测学生的核心自我评价,共同解释因变量31%的变异,打工子弟初中班级环境的学业自我效能、同伴友谊及班级行为自控三个分维度能显著预测学生的核心自我评价,共同解释因变量21%的变异;(3)班级环境对核心自我评价的预测作用在城市公立初中和打工子弟初中之间存在显著差异,其对城市公立初中的预测作用(β=0.60,p<0.001)显著高于对打工子弟初中的预测作用(β=0.48,p<0.001),即学校类型对班级环境与学生核心自我评价之间关系具有调节作用。
The study explored the influence of classroom environment on students' core self-evaluation among 697 students in urban public middle schools and middle schools for migrant children in Beijing adopting ClassMaps Survey and Core Self-Evaluation Scale.The results showed that:(1)urban public middle school students had better class environments and higher core self-evaluation than their migrant counterparts;(2)there were significant correlations between the general and all the dimensions of class environments and core self-evaluation.The academic self-efficacy and peer friendship dimension significantly predicted the urban public middle school students' core self-evaluation and explained 31% variability of the dependent variable.These two dimensions together with class behavior self-regulation dimension significantly predicted students' core self-evaluation in middle schools for migrant children and explained 21%variability of the dependent variable;(3)the regression coefficient of class environments to core self-evaluation in urban public middle school students(β=0.60,p<0.001)was significantly higher than that in their migrant counterparts(β=0.48,p<0.001).The differences of class environments and core self-evaluation between the two types of schools and the moderation effect of school types on the relationship of class environments and students' core self-evaluation were discussed.
The study explored the influence of classroom environment on students' core self-evaluation among 697 students in urban public middle schools and middle schools for migrant children in Beijing adopting ClassMaps Survey and Core Self-Evaluation Scale.The results showed that:(1)urban public middle school students had better class environments and higher core self-evaluation than their migrant counterparts;(2)there were significant correlations between the general and all the dimensions of class environments and core self-evaluation.The academic self-efficacy and peer friendship dimension significantly predicted the urban public middle school students' core self-evaluation and explained 31% variability of the dependent variable.These two dimensions together with class behavior self-regulation dimension significantly predicted students' core self-evaluation in middle schools for migrant children and explained 21%variability of the dependent variable;(3)the regression coefficient of class environments to core self-evaluation in urban public middle school students(β=0.60,p<0.001)was significantly higher than that in their migrant counterparts(β=0.48,p<0.001).The differences of class environments and core self-evaluation between the two types of schools and the moderation effect of school types on the relationship of class environments and students' core self-evaluation were discussed.
引文
[1]JUDGE,T.,LOCKE,E.A.,DURHAM,C.C.The dispositional causes of job satisfaction:A core evaluations approach[J].Research in Organizational Behavior,1997,19:151-188.
[2]JUDGE,T.A.,LOCKE,E.A.,DURHAM,C.C.,Kluger,A.N.Dispositional effects on job and life satisfaction:the role of core evaluations[J].Journal of Applied Psychology,1998,83(1):17-34.
[3]REY,L.,EXTREMERA,N.Core self-evaluations,perceived stress and life satisfaction in Spanish young and middle-aged adults:An examination of mediation and moderation effects[J].Social Indicators Research,2015,120(2):515-524.
[4]TSAOUSIS,I.,NIKOLAOU,I.,SERDARIS,N.,JUDGE,T.A.Do the core self-evaluations moderate the relations between subject well-being and physical and psychological health?[J].Personality and Individual Differences,2007,42(8):1441-1452.
[5]何丹,易芳.青少年核心自我评价、积极情绪和生活满意度的关系[J].中国健康心理学杂志,2013,21(6):891-892.
[6]DEBICKI,B.J.,KELLERMANNS,F.W.,BARNETT,T.,PEARSON,A.W.,PEARSON,R.A.Beyond the Big Five:The mediating role of goal orientation in the relationship between core self-evaluations and academic performance[J].The International Journal of Management Education,2016,14(3):273-285.
[7]LIAN,P.,SUN,Y.,JI,Z.,LI,H.,PENG,J.Moving away from exhaustion:How core self-evaluations influence academic burnout[J].PLOS ONE,2014,9(1):1-5.
[8]黎建斌,聂衍刚.核心自我评价研究的反思与展望[J].心理科学进展,2010,18(12):1848-1857.
[9]CHAMORRO-PREMUZIC,T.,AHMETOGLU,G.,FURNHAM,A.Little more than personality:Dispositional determinants of test anxiety(the Big Five,core self-evaluations,and self-assessed intelligence)[J].Learning&Individual Differences,2008,18(2):258-263.
[10]JUDGE,T.A.,HURST,C.,SIMON,L.S.Does it pay to be smart,attractive,or confident(or all three)?Relationships among general mental ability,physical attractiveness,core self-evaluations,and income[J].Journal of Applied Psychology,2009,94(3):742-755.
[11]江光荣.中小学班级环境:结构与测量[J].心理科学,2004,27(4):839-843.
[12]FRASER,B.J.Classroom Environment[M].London:Croom Helm,1986.
[13]CAMERON,C.E.,CONNOR,M.D.,MORRISON,F.J.Effects of variation in teacher organization on classroom functioning[J].Journal of School Psychology,2005,43(1):61-85.
[14]CURBY,T.W.,RUDASILL,K.M.,EDWARDS,T.,PEREZ-EDGAR,K.The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament[J].School Psychology Quarterly,2011,26(2):175-188.
[15]REYES,M.R.,BRACKETT,M.A.,RIVERS,S.E.,WHITE,M.,SALOVEY,P.Classroom emotional climate,student engagement,and academic achievement[J].Journal of Educational Psychology,2012,104(3):700-712.
[16]任志洪,江光荣,叶一舵.班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用[J].心理科学,2011,34(5):1106-1112.
[17]王静.中学生核心自我评价、班级环境和主观幸福感之间的关系研究[D/OL].武汉:湖北大学,2011.
[18]许雅南.中学生班级环境、核心自我评价和学业倦怠的关系研究[D/OL].长春:东北师范大学,2014.
[19]聂衍刚,涂巍,李水霞,等.初中生自我意识与班级心理环境的关系研究[J].教育导刊,2012(4):28-31.
[20]DOLL,B.,ZUCKER,S.,BREHM,K.Resilient classrooms:Creating healthy environments for learning[M].New York:Guilford Press,2004.
[21]KAPLAN TOREN,N.,SEGINER,R.Classroom climate,parental educational involvement,and student school functioning in early adolescence:A longitudinal study[J].Social Psychology of Education,2015,18(4):811-827.
[22]刘文雯.小学生家庭、班级环境和学校适应关系研究[D/OL].武汉:华中师范大学,2014.
[23]WILD,T.C.,ENZLE,M.E.Social contagion of motivational orientations.In EL Deci&RM Ryan(Eds.),Handbook of self-determination research[M].Rochester,NY,US:University of Rochester Press,2002:141-157.
[24]RADEL,R.,SARRAZIN,P.,LEGRAIN,P.,WILD,T.C.Social contagion of motivation between teacher and student:Analyzing underlying processes[J].Journal of Educational Psychology,2010,102(3):577-587.
[25]周文娇,高文斌,孙昕霙,等.四川省流动儿童和留守儿童的心理复原力特征[J].北京大学学报(医学版),2011,43(3):386-390.
[26]张翔,郑雪,杜建政,等.流动儿童心理韧性及其影响因素:核心自我评价的中介效应[J].中国特殊教育,2014(4):48-53.
[27]WANG,L.,MESMAN,J.Child development in the face of rural-to-urban migration in china:A meta-analytic review[J].Perspectives on Psychological Science,2015,10(6):813-831.
[28]CHEN,L.,SU,S.,LI,X.,TAM,C.C.,LIN,D.Perceived discrimination,schooling arrangements and psychological adjustments of rural-to-urban migrant children in Beijing,China[J].Health Psychology and Behavioral Medicine 2016,2(1):713-722.
[29]师保国,申继亮,许晶晶.打工子弟学校班级气氛的特点[J].教育科学研究,2008(8):58-61.
[30]岑萃.中学生学业自我效能感的发展特点及其与学业成绩、父母教养方式的相关研究[D/OL].重庆:西南师范大学,2005.
[31]YE,Z.,CHEN,L.,HARRISON,S.E.,GUO,H.,LI,X.,LIN,D.Peer victimization and depressive symptoms among rural-tourban migrant children in China:The protective role of resilience[J].Frontiers in Psychology,2016,7(1542):1-10.
[32]DOLL,B.,SPIES,R.A.,CHAMPION,S.A.,GUERRERO,C.,DOOLEY,K.,TURNER,A.The ClassMaps Survey:A measure of middle school science students’perceptions of classroom characteristics[J].Journal of Psychoeducational Assessment,2010,28(4):338-348.
[33]李蓓蕾,邓林园,陈珏君,等.初中生班级环境与学业压力的关系—北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析[J].教育学报,2017,13(3):57-68.
[34]杜建政,张翔,赵燕.核心自我评价的结构验证及其量表修订[J].心理研究,2012,5(3):54-60.
[35]任志洪,叶一舵.核心自我评价量表的中文修订[J].福建师范大学学报(哲学社会科学版),2009(4):157-163.
[36]周浩,龙立荣.共同方法偏差的统计检验与控制方法[J].心理科学进展,2004,12(6):942-950.
[37]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.
[38]谢尹安,邹泓,李小青.北京市公立学校与打工子弟学校流动儿童师生关系特点的比较研究[J].中国教育学刊,2007(6):9-12.
[39]TAYLOR,A.R.,MACHIDA,S.The contribution of parent and peer support to Head Start children’s early school adjustment[J].Early Childhood Research Quarterly,1994,9(3-4):387-405.
[40]CULP,R.E.,SCHADLE,S.,ROBINSON,L.,CULP,A.M.Relationship among paternal involvement and young children’s perceived self-competence and behavioral problems[J].Journal of Child and Family Studies,2000,9(1):27-38.
[41]李晓巍,邹泓,王莉.北京市公立学校与打工子弟学校流动儿童学校适应的比较研究[J].中国特殊教育,2009(9):81-86.
[42]钟爱萍.民工子弟学校小学生心理健康及其心理训练的研究[D].江苏苏州:苏州大学,2004.
[43]何光峰.流动人口子女学习存在的问题及教育干预[J].教育科学研究,2002(11):53.
[44]周芳.流动人口子女家庭教育存在的问题及教育干预[J].教育科学研究,2002(11):54-55.
[45]TAN,J.B.,YATES,S.Academic expectations as sources of stress in Asian students[J].Social Psychology of Education,2011,14(3):389-407.
[46]RYAN,A.M.Peer Groups as a context for the socialization of adolescents’motivation,engagement and achievement in school[J].Educational Psychologist,2000,35(2):101-111.
[47]IDE,J.K.,PARKERSON,J.A.,HAERTEL,G.D.,WALBERG,H.J.Peer group influence on educational outcomes:A quantitative synthesis[J].Journal of Educational Psychology,1981,73(4):472-484.
[2]JUDGE,T.A.,LOCKE,E.A.,DURHAM,C.C.,Kluger,A.N.Dispositional effects on job and life satisfaction:the role of core evaluations[J].Journal of Applied Psychology,1998,83(1):17-34.
[3]REY,L.,EXTREMERA,N.Core self-evaluations,perceived stress and life satisfaction in Spanish young and middle-aged adults:An examination of mediation and moderation effects[J].Social Indicators Research,2015,120(2):515-524.
[4]TSAOUSIS,I.,NIKOLAOU,I.,SERDARIS,N.,JUDGE,T.A.Do the core self-evaluations moderate the relations between subject well-being and physical and psychological health?[J].Personality and Individual Differences,2007,42(8):1441-1452.
[5]何丹,易芳.青少年核心自我评价、积极情绪和生活满意度的关系[J].中国健康心理学杂志,2013,21(6):891-892.
[6]DEBICKI,B.J.,KELLERMANNS,F.W.,BARNETT,T.,PEARSON,A.W.,PEARSON,R.A.Beyond the Big Five:The mediating role of goal orientation in the relationship between core self-evaluations and academic performance[J].The International Journal of Management Education,2016,14(3):273-285.
[7]LIAN,P.,SUN,Y.,JI,Z.,LI,H.,PENG,J.Moving away from exhaustion:How core self-evaluations influence academic burnout[J].PLOS ONE,2014,9(1):1-5.
[8]黎建斌,聂衍刚.核心自我评价研究的反思与展望[J].心理科学进展,2010,18(12):1848-1857.
[9]CHAMORRO-PREMUZIC,T.,AHMETOGLU,G.,FURNHAM,A.Little more than personality:Dispositional determinants of test anxiety(the Big Five,core self-evaluations,and self-assessed intelligence)[J].Learning&Individual Differences,2008,18(2):258-263.
[10]JUDGE,T.A.,HURST,C.,SIMON,L.S.Does it pay to be smart,attractive,or confident(or all three)?Relationships among general mental ability,physical attractiveness,core self-evaluations,and income[J].Journal of Applied Psychology,2009,94(3):742-755.
[11]江光荣.中小学班级环境:结构与测量[J].心理科学,2004,27(4):839-843.
[12]FRASER,B.J.Classroom Environment[M].London:Croom Helm,1986.
[13]CAMERON,C.E.,CONNOR,M.D.,MORRISON,F.J.Effects of variation in teacher organization on classroom functioning[J].Journal of School Psychology,2005,43(1):61-85.
[14]CURBY,T.W.,RUDASILL,K.M.,EDWARDS,T.,PEREZ-EDGAR,K.The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament[J].School Psychology Quarterly,2011,26(2):175-188.
[15]REYES,M.R.,BRACKETT,M.A.,RIVERS,S.E.,WHITE,M.,SALOVEY,P.Classroom emotional climate,student engagement,and academic achievement[J].Journal of Educational Psychology,2012,104(3):700-712.
[16]任志洪,江光荣,叶一舵.班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用[J].心理科学,2011,34(5):1106-1112.
[17]王静.中学生核心自我评价、班级环境和主观幸福感之间的关系研究[D/OL].武汉:湖北大学,2011.
[18]许雅南.中学生班级环境、核心自我评价和学业倦怠的关系研究[D/OL].长春:东北师范大学,2014.
[19]聂衍刚,涂巍,李水霞,等.初中生自我意识与班级心理环境的关系研究[J].教育导刊,2012(4):28-31.
[20]DOLL,B.,ZUCKER,S.,BREHM,K.Resilient classrooms:Creating healthy environments for learning[M].New York:Guilford Press,2004.
[21]KAPLAN TOREN,N.,SEGINER,R.Classroom climate,parental educational involvement,and student school functioning in early adolescence:A longitudinal study[J].Social Psychology of Education,2015,18(4):811-827.
[22]刘文雯.小学生家庭、班级环境和学校适应关系研究[D/OL].武汉:华中师范大学,2014.
[23]WILD,T.C.,ENZLE,M.E.Social contagion of motivational orientations.In EL Deci&RM Ryan(Eds.),Handbook of self-determination research[M].Rochester,NY,US:University of Rochester Press,2002:141-157.
[24]RADEL,R.,SARRAZIN,P.,LEGRAIN,P.,WILD,T.C.Social contagion of motivation between teacher and student:Analyzing underlying processes[J].Journal of Educational Psychology,2010,102(3):577-587.
[25]周文娇,高文斌,孙昕霙,等.四川省流动儿童和留守儿童的心理复原力特征[J].北京大学学报(医学版),2011,43(3):386-390.
[26]张翔,郑雪,杜建政,等.流动儿童心理韧性及其影响因素:核心自我评价的中介效应[J].中国特殊教育,2014(4):48-53.
[27]WANG,L.,MESMAN,J.Child development in the face of rural-to-urban migration in china:A meta-analytic review[J].Perspectives on Psychological Science,2015,10(6):813-831.
[28]CHEN,L.,SU,S.,LI,X.,TAM,C.C.,LIN,D.Perceived discrimination,schooling arrangements and psychological adjustments of rural-to-urban migrant children in Beijing,China[J].Health Psychology and Behavioral Medicine 2016,2(1):713-722.
[29]师保国,申继亮,许晶晶.打工子弟学校班级气氛的特点[J].教育科学研究,2008(8):58-61.
[30]岑萃.中学生学业自我效能感的发展特点及其与学业成绩、父母教养方式的相关研究[D/OL].重庆:西南师范大学,2005.
[31]YE,Z.,CHEN,L.,HARRISON,S.E.,GUO,H.,LI,X.,LIN,D.Peer victimization and depressive symptoms among rural-tourban migrant children in China:The protective role of resilience[J].Frontiers in Psychology,2016,7(1542):1-10.
[32]DOLL,B.,SPIES,R.A.,CHAMPION,S.A.,GUERRERO,C.,DOOLEY,K.,TURNER,A.The ClassMaps Survey:A measure of middle school science students’perceptions of classroom characteristics[J].Journal of Psychoeducational Assessment,2010,28(4):338-348.
[33]李蓓蕾,邓林园,陈珏君,等.初中生班级环境与学业压力的关系—北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析[J].教育学报,2017,13(3):57-68.
[34]杜建政,张翔,赵燕.核心自我评价的结构验证及其量表修订[J].心理研究,2012,5(3):54-60.
[35]任志洪,叶一舵.核心自我评价量表的中文修订[J].福建师范大学学报(哲学社会科学版),2009(4):157-163.
[36]周浩,龙立荣.共同方法偏差的统计检验与控制方法[J].心理科学进展,2004,12(6):942-950.
[37]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.
[38]谢尹安,邹泓,李小青.北京市公立学校与打工子弟学校流动儿童师生关系特点的比较研究[J].中国教育学刊,2007(6):9-12.
[39]TAYLOR,A.R.,MACHIDA,S.The contribution of parent and peer support to Head Start children’s early school adjustment[J].Early Childhood Research Quarterly,1994,9(3-4):387-405.
[40]CULP,R.E.,SCHADLE,S.,ROBINSON,L.,CULP,A.M.Relationship among paternal involvement and young children’s perceived self-competence and behavioral problems[J].Journal of Child and Family Studies,2000,9(1):27-38.
[41]李晓巍,邹泓,王莉.北京市公立学校与打工子弟学校流动儿童学校适应的比较研究[J].中国特殊教育,2009(9):81-86.
[42]钟爱萍.民工子弟学校小学生心理健康及其心理训练的研究[D].江苏苏州:苏州大学,2004.
[43]何光峰.流动人口子女学习存在的问题及教育干预[J].教育科学研究,2002(11):53.
[44]周芳.流动人口子女家庭教育存在的问题及教育干预[J].教育科学研究,2002(11):54-55.
[45]TAN,J.B.,YATES,S.Academic expectations as sources of stress in Asian students[J].Social Psychology of Education,2011,14(3):389-407.
[46]RYAN,A.M.Peer Groups as a context for the socialization of adolescents’motivation,engagement and achievement in school[J].Educational Psychologist,2000,35(2):101-111.
[47]IDE,J.K.,PARKERSON,J.A.,HAERTEL,G.D.,WALBERG,H.J.Peer group influence on educational outcomes:A quantitative synthesis[J].Journal of Educational Psychology,1981,73(4):472-484.