【摘要】 为了解班级氛围对留守儿童学习成绩的影响，并探讨留守儿童心理韧性在二者之间的中介效应，采用班级氛围量表、学习成绩量表和青少年心理韧性量表对河南省650名儿童进行问卷调查。以385名留守儿童(男生209人，女生176人)为分析对象，具体分析结果如下：(1)班级氛围与留守儿童的学习成绩呈显著正相关(r=0.139,P<0.01),心理韧性与班级氛围(r=0.473,P<0.01)、学习成绩(r=0.186,P<0.01)均呈显著正相关。(2)心理韧性在班级氛围对留守儿童学习成绩的影响中起完全中介作用，直接效应为0.0036,95%的可置信区间为(-0.0046,0.012),直接效应可置信区间包含0;间接效应为0.0036,95%的可置信区间为(0.0003,0.007),间接效应可置信区间不包含0;中介效应占总效应的比值为50%。结论：班级氛围对留守儿童学习成绩具有显著的正向预测作用，且心理韧性在二者之间的关系中起到完全中介作用。更多还原

【Abstract】 To understand the impact of classroom atmosphere on the academic performance of rural left-behind children, and explore the mediating effect of psychological resilience between the two, we have conducted a questionnaire survey among 650 children in Henan province using the Classroom Atmosphere Scale, Academic Performance Scale, and Adolescent Psychological Resilience Scale.Analysis was made on 385 left-behind children(209 boys and 176 girls),with the following key findings:(1) Classroom atmosphere was significantly correlated with the academic performance of left-behind children(r=0.139,P<0.01).Psychological resilience was significantly positively correlated with both classroom climate(r=0.473,P<0.01) and academic performance(r=0.186,P<0.01).Psychological resilience played a fully mediating role in the impact of classroom atmosphere on academic performance, with a direct effect of 0.0036(95% confidence interval:-0.0046 to 0.012,including 0) and an indirect effect of 0.0036(95% confidence interval: 0.0003 to 0.007,excluding 0).The mediating effect accounted for 50% of the total effect.Conclusion: Classroom atmosphere significantly positively predicts the academic performance of left-behind children, and psychological resilience plays a fully mediating role in the relationship between the two.更多还原