班级心理环境与学业成就的关系:学业浮力的中介作用
文献类型：学位论文
| 作者 | 梁冬雪 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 陈毅文 |
| 关键词 | 班级心理环境 学业浮力 学业成就 寄宿制 走读制 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The relationship between class psychological environment and academic achievement: the mediating role of academic buoyancy |
| 中文摘要 | The attention and importance of all society to students' academic achievement has a long history. With the introduction, landing and implementation of the "double reduction" policy, various forms of after-school purchase services in schools across the country are also being carried out and improved according to local conditions. Therefore, the length of students' learning time in school and in class is increasing. This is especially true for middle school students in boarding schools. As the main and fixed place for students to engage in learning activities, the quality of the psychological environment of the class had increasingly become an important indicator that affects students to overcome daily learning setbacks and improve academic achievement. Different from previous scholars’ research on the mechanism of academic resilience, academic buoyancy, as a relatively new concept, focused on the obstacles and difficulties that occur with high probability in each student 's daily learning activities, and more specifically and clearly explores the daily roots that affect students’ academic achievement. The purpose of this paper was to explore the influence mechanism of individual perceived class psychological environment on academic achievement, and on this basis, to further analyze and explore the mediating role of academic buoyancy between class psychological environment and academic achievement and the moderating effect of school type on it. Based on the theory of group dynamics, the internal and external dynamic model of motivation elasticity, the integration model of daily academic elasticity and the I-E-O theoretical model, this paper investigated the second grade students of two public middle schools in the same region. In this study, the class psychological environment questionnaire and the academic buoyancy scale(ABS)were used to measure the subjects, and 627 valid data were obtained. The results of this study showed that the scores of each dimension of the class psychological environment are significantly positively correlated with academic buoyancy and academic achievement. There was a significant positive correlation between class psychological environment and academic buoyancy. There was a significant positive correlation between academic buoyancy and academic achievement. There was also a significant positive correlation between class psychological environment and academic achievement. The mediating effect test of academic buoyancy found that academic buoyancy plays a partial mediating role in the relationship between class psychological environment and academic achievement. The results of moderated mediation effect showed that school type moderated the relationship between class psychological environment and academic buoyancy, which was stronger for students in boarding schools. This study concluded that the better the individual perceived class psychological environment, the higher the academic achievement; the higher the level of academic buoyancy, the better their academic achievement; compared with students in day schools, the academic buoyancy level of students in boarding schools is more affected by the class psychological environment. Therefore, it was suggested that educators, especially teachers in boarding schools, should pay attention to and strengthen the construction of class psychological environment, pay attention to and improve students’ academic buoyancy level, so as to effectively promote their academic achievement level. |
| 英文摘要 | 社会各界对学生学业成就的关注与重视由来已久，随着“双减”政策的出台、落地、实施，全国各地多种形式的校内课后购买服务也正因地制宜的得以开展与完善。因此，学生在校、在班学习时长呈现出不断增加的态势。对于寄宿制学校的初中学生而言，更是如此。班级作为学生从事学习活动的主要、固定场所，其心理环境的优劣，也日益成为影响学生克服日常学习上的挫折以及提高学业成就的重要指标。不同于以往学者们对学业弹性机制的研究，学业浮力作为一个较为新颖的概念，聚焦每个学生日常学习活动中大概率发生的阻碍、困境，更加具体、明确地挖掘了影响学生学业成就的日常性根源。本文旨在对个体感知到的班级心理环境对学业成就的影响机制进行探索，并在此基础上进一步对学业浮力在班级心理环境与学业成就间的中介作用以及学校类型对其所产生的调节效应进行分析与探索。 基于团体动力学理论、动机弹性的内外部动态模型、日常性学业弹性整合模型以及I-E-O理论模型，本文对同一地域的两所公立中学的初二年级学生进行了调查研究。采用班级心理环境问卷、学业浮力量表(ABS对被试进行测量，得到了627人的有效数据。本研究结果得知，班级心理环境的各个维度得分均与学业浮力、学业成就呈显著正相关。班级心理环境与学业浮力显著正相关;学业浮力与学业成就呈显著正相关;班级心理环境与学业成就也呈显著正相关关系。学业浮力的中介效应检验发现，学业浮力在班级心理环境与学业成就的关系中起到部分中介作用。将被试学校划分为寄宿制和走读制两种类型，有调节的中介效应结果显示，学校类型调节班级心理环境一学业浮力的关系，对于寄宿制学校的学生而言，这种关系更强。 本研究得出，个体感知到的班级心理环境越好，学业成就越高;学业浮力水平越高的学生，其学业成就越好;与走读制学校的学生相比，寄宿制学校学生的学业浮力水平受到班级心理环境的影响更深。因此，建议教育工作者，尤其是寄宿制学校的教师们，重视并加强对班级心理环境的建设，关注并提高学生的学业浮力水平，才能有效促进其学业成就水平的提升。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45168]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 梁冬雪. 班级心理环境与学业成就的关系:学业浮力的中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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