班级环境与学生适应性的多层线性模型  

Class Environments and Students' Adaptability:A Hierarchical Linear Model

作　　者：江光荣[1] 林孟平[2] 

机构地区：[1]华中师范大学心理学院,武汉430079 [2]香港中文大学教育心理学系

出　　处：《心理科学》2005年第6期1443-1448,共6页Journal of Psychological Science

基　　金：全国教育科学"十五"规划重点课题"班级为本学校辅导模式的综合研究"(DBB010506)成果

摘　　要：此研究探索中国中小学体制下的班级社会心理环境对于学生的适应性的关系。以江光荣和林孟平所编制的《我的班级》问卷测量班级环境,选择学生的学校适应(由Teacher-Child Rating Scale(T-CRS)测量)、主观幸福感(以Student’s Life Sat-isfaction Scale(SLSS)测量)和焦虑(用State-Trait Anxiety Inventory for Children(STAIC)测量)作为适应指标,以多层线性模型(HLM)方法进行分析,结果显示:学生个体所知觉到的班级环境,对其适应水平有相当肯定的解释力,而一个班级学生整体适应水平的高低,与这个班的班级环境有极大关联。此结果表明,中国学校体制下的班级社会心理环境对于学生的发展和适应状况,具有举足轻重的作用。This exploration highlighted the relationships between students＇ adaptability and the psychosocial class environments in the elementary and middle school systems of China. The class environments were measured by a questionnaire named “My Class”developed by the first author of the paper. Three sets of students＇ outcome variables, school adaptation, life satisfaction and anxiety, were chosen as the indicators of adaptability. A hierarchical linear model （HLM） showed that at the individual level, the class environment had a considerable effect on students＇ adaptability, and at the class level, the class-averaged perception of the class environment could interpret a large part of the variance of the dependent variables. So the results indicates that in the Chinese school system, the psychosocial class environments are very important for students＇ development.

关 键 词：班级环境 学生适应 多层线性模型 

分 类 号：B841[哲学宗教—基础心理学]