【作者】 王艳辉； 田丽丽；

【Author】 Yanhui Wang;Lili Tian;School of Psychology, South China Normal University;

【机构】 华南师范大学心理学院；

【摘要】 学习是青少年阶段的主要任务,学业表现不仅是个体现阶段学校适应的重要指标,对其未来发展也具有重要影响。本研究在积极心理学框架下,基于基本心理需要理论和积极情绪的拓展建构理论,探索初中生学业表现的影响因素及作用机制,即通过构建一个链式中介模型,探讨在校基本心理需要对青少年学业表现的影响,以及在校情绪和学校投入在其中所起的链式中介作用。在校基本心理需要基于基本心理需要理论而提出,但与原理论针对较泛的需要满足不同,在校基本心理需要着眼于学生在学校中存在的三种基本心理需要:在校自主需要、在校关系需要和在校能力需要。这种针对性的测量将有利于提出更有效和更有针对的预防和干预方案,因为青少年时期学生大部分时间在学校度过,而且在学校实施集中干预将更为容易和高效。但目前尚未有研究直接检验青少年在校基本心理需要满足与学生学业成绩的影响,也缺乏对其作用机制(如何起作用)的探讨。本研究采用纵向研究设计,采用随机整群抽样,抽取河北省某中学552名七年级学生为被试(T1平均年龄12.94岁,SD=0.66),第一次施测时间为七年级下学期末,第二次施测与第一次施测间隔时间为7个月(八年级上学期末),第三次施测与第二次施测间隔时间为13个月(九年级上学期末)。研究工具包括在校基本心理需要满足问卷(T1)、在校情感问卷(T2),学校投入问卷(T2)、及学业成绩(T3)。使用Mplus7.4分析数据,使用结构方程模型(SEM)和偏差校正的百分位Bootstrap方法检验直接效应和中介效应。结果表明,在控制了性别和社会经济地位后:(a)基本心理需要满足(T1)正向预测学业成就(T3);(b)基本心理需要满足(T1)通过学校投入(T2)影响学业成就(T3)的中介路径显著;(c)基本心理需要满足(T1)通过在校情绪(T2)及学校投入(T2)影响学业成就(T3)的链式中介路径显著。本研究验证了在校基本心理需要满足对学业成绩的影响,并且这种作用部分通过在校情绪和学校投入的链式中介作用实现。未来针对学生学业成绩的提升方案应综合考虑提高学生的在校基本心理需要满足、促进学生的在校情绪和学校投入等方式,从多个渠道入手共同提高学生的学业成就。更多还原

【Abstract】 Academic is the main task of students in adolescence. Academic achievement is not only an important indicator of school adaptation, but also has an important impact on their future development. On frame of the positive psychology framework, this study based on the basic psychological needs theory and the broaden-and-build theory of positive emotion. The study constructed a chain mediating model to investigate the relations between basic psychological need satisfactionat school and academic achievement, and we hypothesis that the emotion at school and school involvement had a mediating role. Considering that adolescents spent most of their time in school, and school had become a good place for collective intervention, the basic psychological need satisfaction at school putted forward the basic psychological needs theory by paying attention to the satisfaction at school. This targeted measurement would make prevention and intervention more efficient.However, little was known about whether the basic psychological needs satisfaction at school would effect on students’ academic achievement and how it worked. This model was tested among 552 adolescents(mean age at Wave 1 = 12.94 years, SD = 0.66). They completed the scales at the end of second semester of Grade 7 for the first time, and 7 months later for the second time, and 13 months later for the third time. Participants filled the Basic Psychological Need at School Scale(wave 1), the Emotion at School Scale(wave 2), the School Involvement Scale(wave 2). We also got the score of tests at the final exam of the semester(wave 3). The results indicated that: after controlling for gender and SES,(a) basic psychological need satisfaction at school was significantly positively associated with academic achievement;(b) the indirect paths from basic psychological need satisfaction at school to academic achievement through school involvement was significant;(c) the chain mediating paths from basic psychological need satisfaction at school to academic achievement through emotion at school and school involvement was also significant. These findings underscore the importance of basic psychological need satisfaction at school and its mechanisms. The authors discuss the theoretical and practical implications of these findings.更多还原