家庭社会经济地位对班级同伴地位的影响:心理素质的中介作用
|
摘要
基于家庭投资理论探讨了整体心理素质及其各维度在中学生家庭客观社会经济地位(Socioeconomic Status,SES)与其班级同伴地位间的关系.研究以1 801名初一到高三的中学生为被试,采用心理素质问卷对其心理素质进行测量,同时对其家庭SES和班级同伴地位进行评估和考察.结果表明:(1)家庭SES与班级同伴地位(r=0.10,p<0.01)、心理素质(r=0.15,p<0.01)均呈显著正相关;心理素质与班级同伴地位呈显著正相关(r=0.20,p<0.01).(2)整体心理素质在家庭SES与班级同伴地位之间起显著部分中介作用,中介效应值为0.03(95%CI:[0.02,0.04]).(3)对心理素质的3个维度进行多重中介效应分析后发现,3个维度中只有适应能力在家庭SES影响班级同伴地位的过程中起显著的中介作用,中介效应值为0.04(95%CI:[0.03,0.06]),即良好的家庭SES主要是通过对中学生适应能力的积极影响,进而促使其容易获得较高的班级同伴地位.该发现在一定程度上深化了对家庭投资理论的研究,同时加深了研究者们对心理素质作用与功能的认识.
Based on the family investment model,a study was made to test if psychological suzhi and its dimensions mediate between the family socioeconomic status(SES)of middle school students and their class peer status.The participants,1801 students from the first grade of junior middle school to the third grade of senior middle school,were asked to complete the questionnaires which measured their psychological suzhi as well as SES and peer status.Significant positive correlations were found to exist between SES and peer status(r= 0.10,p<0.01),SES and psychological suzhi(r=0.15,p<0.01),and psychological suzhi and peer status(r=0.20,p<0.01).The psychological suzhi was found like a mediator between SES and peer status,its mediating effect being 0.03(95% CI:[0.02,0.04]).An analysis of multiple intermediary effects on the three dimensions of psychological suzhi showed that only the adaptability dimension played a significant mediating role in the process of SES influence on peer status,the mediating effect being 0.04(95% CI:[0.03,0.06]),that is to say,good family SES promotes higher peer status,mainly through its positive impact on the adaptability of adolescents.This finding has deepened,to a certain extent,the study of family investment model and improved the researchers' understanding of the role and function of psychological suzhi.
Based on the family investment model,a study was made to test if psychological suzhi and its dimensions mediate between the family socioeconomic status(SES)of middle school students and their class peer status.The participants,1801 students from the first grade of junior middle school to the third grade of senior middle school,were asked to complete the questionnaires which measured their psychological suzhi as well as SES and peer status.Significant positive correlations were found to exist between SES and peer status(r= 0.10,p<0.01),SES and psychological suzhi(r=0.15,p<0.01),and psychological suzhi and peer status(r=0.20,p<0.01).The psychological suzhi was found like a mediator between SES and peer status,its mediating effect being 0.03(95% CI:[0.02,0.04]).An analysis of multiple intermediary effects on the three dimensions of psychological suzhi showed that only the adaptability dimension played a significant mediating role in the process of SES influence on peer status,the mediating effect being 0.04(95% CI:[0.03,0.06]),that is to say,good family SES promotes higher peer status,mainly through its positive impact on the adaptability of adolescents.This finding has deepened,to a certain extent,the study of family investment model and improved the researchers' understanding of the role and function of psychological suzhi.
引文
[1]ADERSON C,JOHN O P,KELTHER D.Who Attains Social Status?Effects of Personality and Physical Attractiveness in Social Groups[J].Journal of Personality and Social Psychology,2001,81(1):116-132.
[2]MEISINGER E B,BLAKE J J,LEASE A M,et al.Variant and Invariant Predictors of Perceived Popularity Across Majority-Black and Majority-White Classrooms[J].Journal of School Psychology,2007,45(1):21-44.
[3]ALMQUIST Y B,OSTBERG V.Social Relationships and Subsequent Health-Related Behaviours:Linkages Between Adolescent Peer Status and Levels of Adult Smoking in a Stockholm Cohort[J].Addiction,2013,108(3):629-637.
[4]SWEETING H,HUNT K.Adolescent Socio-Economic and School-Based Social Status,Health and Well-Being[J].Social Science and Medicine,2014,48:39-47.
[5]OLDEHINKEL A J,ROSMALEN J G M,VEENSTRA R,et al.Being Admired or Being Liked:Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys[J].Journal of Abnormal Child Psychology,2007,35(3):417-427.
[6]SWEETING H,WEST P,YONG R,et al.Dimensions of Adolescent Subjective Social Status Within the School Community:Description and Correlates[J].Journal of Adolescence,2011,34(3):493-504.
[7]MATTHEWS K A,CALLO L C.Psychological Perspectives on Pathways Linking Socioeconomic Status and Physical Health[J].Annual Review of Psychology,2011,62(1):501-530.
[8]ADLER P A,KLESS S J,ADLER P.Socialization to Gender Roles:Popularity among Elementary School Boys and Girls[J].Sociology of Education,1992,65(3):169-187.
[9]ALTSCHUL I.Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education[J].Journal of the Society for Social Work&Research,2012,3(1):13-30.
[10]胡天强,张大均,程刚.中学生心理素质问卷(简化版)的修编及信效度检验[J].西南大学学报(社会科学版),2017,43(2):120-126.
[11]张大均,冯正直,郭成.关于学生心理素质研究的几个问题[J].西南师范大学学报(人文社会科学版),2000,26(3):56-62.
[12]张大均,李晓辉,龚玲.关于心理素质及其形成机制的理论思考(一)[J].西南大学学报(社会科学版),2013,39(2):71-76.
[13]DONG Z S,ZHANG D J.The Relationship between Family’s Social Economic Status and Psychological Suzhi of Middle School Students:The Intermediary Effect of Parenting Style[J].Open Journal of Social Sciences,2015,3(12):93-99.
[14]刘广增,张大均,潘彦谷.中学生心理素质与同伴关系的研究:自尊的中介作用[J].心理科学,2016,39(6):1290-1295.
[15]张大均,刘衍玲.高中生心理素质与学业成绩的相关研究[J].心理科学,2001,24(1):110-111.
[16]BATES T C,LEWIS G J,WEISS A.Childhood Socioeconomic Status Amplifies Genetic Effects on Adult Intelligence[J].Psychol Sci,2013,24(10):2111-2116.
[17]师保国,申继亮.家庭社会经济地位、智力和内部动机与创造性的关系[J].心理发展与教育,2007,23(1):30-34.
[18]SEBASTIAN J,HUANG H.Examining the Relationship of a Survey Based Measure of Math Creativity with Math Achievement:Cross-National Evidence from PISA 2012[J].International Journal of Educational Research,2016,48:74-92.
[19]LEVPUSCEK M P,ZUPANCIC M,SOCAN G.Predicting Achievement in Mathematics in Adolescent Students:The Role of Individual and Social Factors[J].Journal of Early Adolescence,2013,33(4):523-551.
[20]JONASSAINT C R,SIEGLER I C,BAREFOOT J C,et al.Low Life Course Socioeconomic Status(SES)is Associated with Negative NEO PI-R Personality Patterns[J].International Journal of Behavioral Medicine,2011,18(1):13-21.
[21]CAPRARA G V,VECCHIONE M,ALESSANDRI G,et al.The Contribution of Personality Traits and Self-Efficacy Beliefs to Academic Achievement:a Longitudinal Study[J].British Journal of Educational Psychology,2011,81(1):78-96.
[22]苏志强,张大均,邵景进.社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用[J].心理发展与教育,2015,31(2):212-219.
[23]陈梅.离村儿童的社会适应与学业成绩研究——以四川省某镇X学校和Y小学为个案研究[J].基础教育,2013,10(3):105-112.
[24]李艺敏,李永鑫.青少年人际关系能力对社交自卑感和心理健康的影响:社会适应性的作用[J].心理科学,2015,38(1):109-115.
[25]PELEG O.Social Anxiety and Social Adaptation Among Adolescents at Three Age Levels[J].Social Psychology of Education,2012,15(2):207-218.
[26]任春荣.学生家庭社会经济地位(SES)的测量技术[J].教育学报,2010,6(5):77-82.
[27]OECD.PISA 2009Technical Report[M].Paris:OECD Publishing,2012.
[28]陈艳红,程刚,关雨生.大学生客观社会经济地位与自尊:主观社会地位的中介作用[J].心理发展与教育,2014,30(6):594-600.
[29]BOGARDUS E S.Measuring Social Distance[J].Journal of Applied Sociology,1925(9):299-308.
[30]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.
[31]PREACHER K J,HAYES A F.Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models[J].Behavior Research Methods,2008,40(3):879-891.
[32]CONGER R D,DONNELLAN M B.An Interactionist Perspective on the Socioeconomic Context of Human Development[J].Social Science Electronic Publishing,2007,58(1):175-199.
[33]CHENG G,ZHANG D J,DING F Y.Self-Esteem and Fear of Negative Evaluation as Mediators Between Family Socioeconomic Status and Social Anxiety in Chinese Emerging Adults[J].International Journal of Social Psychiatry,2015,61(6):1-8.
[34]张大均,苏志强,王鑫强.儿童青少年心理素质研究30年:回顾与展望[J].心理与行为研究,2017,15(1):3-11.
[2]MEISINGER E B,BLAKE J J,LEASE A M,et al.Variant and Invariant Predictors of Perceived Popularity Across Majority-Black and Majority-White Classrooms[J].Journal of School Psychology,2007,45(1):21-44.
[3]ALMQUIST Y B,OSTBERG V.Social Relationships and Subsequent Health-Related Behaviours:Linkages Between Adolescent Peer Status and Levels of Adult Smoking in a Stockholm Cohort[J].Addiction,2013,108(3):629-637.
[4]SWEETING H,HUNT K.Adolescent Socio-Economic and School-Based Social Status,Health and Well-Being[J].Social Science and Medicine,2014,48:39-47.
[5]OLDEHINKEL A J,ROSMALEN J G M,VEENSTRA R,et al.Being Admired or Being Liked:Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys[J].Journal of Abnormal Child Psychology,2007,35(3):417-427.
[6]SWEETING H,WEST P,YONG R,et al.Dimensions of Adolescent Subjective Social Status Within the School Community:Description and Correlates[J].Journal of Adolescence,2011,34(3):493-504.
[7]MATTHEWS K A,CALLO L C.Psychological Perspectives on Pathways Linking Socioeconomic Status and Physical Health[J].Annual Review of Psychology,2011,62(1):501-530.
[8]ADLER P A,KLESS S J,ADLER P.Socialization to Gender Roles:Popularity among Elementary School Boys and Girls[J].Sociology of Education,1992,65(3):169-187.
[9]ALTSCHUL I.Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education[J].Journal of the Society for Social Work&Research,2012,3(1):13-30.
[10]胡天强,张大均,程刚.中学生心理素质问卷(简化版)的修编及信效度检验[J].西南大学学报(社会科学版),2017,43(2):120-126.
[11]张大均,冯正直,郭成.关于学生心理素质研究的几个问题[J].西南师范大学学报(人文社会科学版),2000,26(3):56-62.
[12]张大均,李晓辉,龚玲.关于心理素质及其形成机制的理论思考(一)[J].西南大学学报(社会科学版),2013,39(2):71-76.
[13]DONG Z S,ZHANG D J.The Relationship between Family’s Social Economic Status and Psychological Suzhi of Middle School Students:The Intermediary Effect of Parenting Style[J].Open Journal of Social Sciences,2015,3(12):93-99.
[14]刘广增,张大均,潘彦谷.中学生心理素质与同伴关系的研究:自尊的中介作用[J].心理科学,2016,39(6):1290-1295.
[15]张大均,刘衍玲.高中生心理素质与学业成绩的相关研究[J].心理科学,2001,24(1):110-111.
[16]BATES T C,LEWIS G J,WEISS A.Childhood Socioeconomic Status Amplifies Genetic Effects on Adult Intelligence[J].Psychol Sci,2013,24(10):2111-2116.
[17]师保国,申继亮.家庭社会经济地位、智力和内部动机与创造性的关系[J].心理发展与教育,2007,23(1):30-34.
[18]SEBASTIAN J,HUANG H.Examining the Relationship of a Survey Based Measure of Math Creativity with Math Achievement:Cross-National Evidence from PISA 2012[J].International Journal of Educational Research,2016,48:74-92.
[19]LEVPUSCEK M P,ZUPANCIC M,SOCAN G.Predicting Achievement in Mathematics in Adolescent Students:The Role of Individual and Social Factors[J].Journal of Early Adolescence,2013,33(4):523-551.
[20]JONASSAINT C R,SIEGLER I C,BAREFOOT J C,et al.Low Life Course Socioeconomic Status(SES)is Associated with Negative NEO PI-R Personality Patterns[J].International Journal of Behavioral Medicine,2011,18(1):13-21.
[21]CAPRARA G V,VECCHIONE M,ALESSANDRI G,et al.The Contribution of Personality Traits and Self-Efficacy Beliefs to Academic Achievement:a Longitudinal Study[J].British Journal of Educational Psychology,2011,81(1):78-96.
[22]苏志强,张大均,邵景进.社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用[J].心理发展与教育,2015,31(2):212-219.
[23]陈梅.离村儿童的社会适应与学业成绩研究——以四川省某镇X学校和Y小学为个案研究[J].基础教育,2013,10(3):105-112.
[24]李艺敏,李永鑫.青少年人际关系能力对社交自卑感和心理健康的影响:社会适应性的作用[J].心理科学,2015,38(1):109-115.
[25]PELEG O.Social Anxiety and Social Adaptation Among Adolescents at Three Age Levels[J].Social Psychology of Education,2012,15(2):207-218.
[26]任春荣.学生家庭社会经济地位(SES)的测量技术[J].教育学报,2010,6(5):77-82.
[27]OECD.PISA 2009Technical Report[M].Paris:OECD Publishing,2012.
[28]陈艳红,程刚,关雨生.大学生客观社会经济地位与自尊:主观社会地位的中介作用[J].心理发展与教育,2014,30(6):594-600.
[29]BOGARDUS E S.Measuring Social Distance[J].Journal of Applied Sociology,1925(9):299-308.
[30]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.
[31]PREACHER K J,HAYES A F.Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models[J].Behavior Research Methods,2008,40(3):879-891.
[32]CONGER R D,DONNELLAN M B.An Interactionist Perspective on the Socioeconomic Context of Human Development[J].Social Science Electronic Publishing,2007,58(1):175-199.
[33]CHENG G,ZHANG D J,DING F Y.Self-Esteem and Fear of Negative Evaluation as Mediators Between Family Socioeconomic Status and Social Anxiety in Chinese Emerging Adults[J].International Journal of Social Psychiatry,2015,61(6):1-8.
[34]张大均,苏志强,王鑫强.儿童青少年心理素质研究30年:回顾与展望[J].心理与行为研究,2017,15(1):3-11.