班级环境对初中生学业求助行为的影响:自尊的中介作用
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- 英文论文题名：The Effects of Class Environment on Academic help-seeking behavior of Junior high school students:Self-esteem as a Mediator
- 论文作者：张丽华 ; 张佳佳 ; 杜亚平 ; 王娟
- 英文论文作者：Zhang Lihua ; Zhang Jiajia ; Du Yaping ; Wang Juan ; School of Psychology ; Liaoning Normal University
- 年：2015
- 作者机构：辽宁师范大学心理学院;
- 论文关键词：初中生 ; 班级环境 ; 自尊 ; 学业求助行为
- 英文论文关键词：Junior high school students ; Class environment ; Self-esteem ; Academic help-seeking behavior
- 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：B848
- 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：820k
- 原文格式：D
- 会议级别：全国
摘要
学业求助行为是一种重要的自我调控学习策略,可以有效的帮助学习者顺利的解决学习中遇到的困难,提高学习成绩。近年来关于学业求助行为的研究较多,但很少有学者同时关注班级环境与自尊对学业求助行为的影响。Leary指出自尊在人际关系和社会行为之间起中介作用,我们知道班级环境中的师生关系与同学关系更多强调的是一种发生在师生间与同学间的一种人际互动关系,同时学业求助行为也是一种被鼓励与支持的适应性社会行为。因而本研究假设自尊在班级环境与学业求助行为之间起中介作用。为验证这一假设,本研究采用李晓东的学业求助行为量表、江光荣的我的班级问卷和张丽华的青少年自尊评定问卷为测评工具,调查了大连市某中学404名学生(其中男生189名,女生215名;初一学生127名,初二学生159名,初三学生118名)。研究结果发现:(1)初中生学业求助行为存在显著的性别差异和年级差异。(2)初中生班级环境存在显著的性别差异和年级差异。(3)初中生的自尊不存在性别差异,但存在显著的年级差异。(4)初中生班级环境、自尊与学业求助行为两两之间相关显著。(5)初中生班级环境、自尊对其学业求助行为具有显著的预测作用。(6)通过结构方程模型显示,初中生班级环境可以直接影响学生的学业求助行为,也可以通过自尊间接影响学生的学业求助行为,即自尊是班级环境影响学业求助行为的中介变量。
Academic Help-seeking is an important self-regulation learning strategies, which can effectively help learners successfully solve the difficulties encountered in the study, improve academic performance. Recent years there are more studies on academic help-seeking behavior, but few scholars while concerned about the impact between class environment and esteem for academic help-seeking behavior. Leary pointed out that self-esteem plays an intermediary role between interpersonal relationships and social behavior, we know the relationship between teachers and students or students in the class environment emphasize more on the interpersonal relationship between teachers and students or students, and academic help-seeking behavior is also a kind of encouragement and support of adaptive social behavior. Thus, the present study assumed that esteem plays an intermediary role between the class environment and academic help-seeking behavior. To test this hypothesis, this study use Xiaodong Li's academic help-seeking behavior scale, Guangrong Jiang's my class questionnaire and Lihua Zhang's youth self-esteem assessment questionnaire as the assessment tools, surveys 404 students in a middle school at Dalian City.(Wherein 189 boys, 215 girls; 127 Students in Grade Seven, 159 Students in Grade Eight, 118 Students in Grade Nine). Study results showed that:(1) There are significant gender differences and grades differences on middle school students' academic help-seeking behavior.(2) There are significant gender differences and grades differences on middle school students' class environment.(3) Middle school students' self-esteem has no gender differences, but there are significant grades differences.(4) Middle school students' class environment, self-esteem and academic help-seeking behavior is significantly correlated between each other.(5) Middle school students' class environment, self-esteem has a significant predictor of their academic help-seeking behavior.(6) The structural equation model showed that middle school students' class environment can directly affect students' academic help-seeking behavior, also can indirectly affect the students' academic help-seeking behavior through self-esteem, that is self-esteem is the mediator variable of class environment impact studies help-seeking behavior.
Academic Help-seeking is an important self-regulation learning strategies, which can effectively help learners successfully solve the difficulties encountered in the study, improve academic performance. Recent years there are more studies on academic help-seeking behavior, but few scholars while concerned about the impact between class environment and esteem for academic help-seeking behavior. Leary pointed out that self-esteem plays an intermediary role between interpersonal relationships and social behavior, we know the relationship between teachers and students or students in the class environment emphasize more on the interpersonal relationship between teachers and students or students, and academic help-seeking behavior is also a kind of encouragement and support of adaptive social behavior. Thus, the present study assumed that esteem plays an intermediary role between the class environment and academic help-seeking behavior. To test this hypothesis, this study use Xiaodong Li's academic help-seeking behavior scale, Guangrong Jiang's my class questionnaire and Lihua Zhang's youth self-esteem assessment questionnaire as the assessment tools, surveys 404 students in a middle school at Dalian City.(Wherein 189 boys, 215 girls; 127 Students in Grade Seven, 159 Students in Grade Eight, 118 Students in Grade Nine). Study results showed that:(1) There are significant gender differences and grades differences on middle school students' academic help-seeking behavior.(2) There are significant gender differences and grades differences on middle school students' class environment.(3) Middle school students' self-esteem has no gender differences, but there are significant grades differences.(4) Middle school students' class environment, self-esteem and academic help-seeking behavior is significantly correlated between each other.(5) Middle school students' class environment, self-esteem has a significant predictor of their academic help-seeking behavior.(6) The structural equation model showed that middle school students' class environment can directly affect students' academic help-seeking behavior, also can indirectly affect the students' academic help-seeking behavior through self-esteem, that is self-esteem is the mediator variable of class environment impact studies help-seeking behavior.
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