学业自我概念对技工学生学校投入的影响——群体内部认同的中介作用  

The Effects of Academic Self-concepts on School Engagement of Technical School Students:The Mediating Role of Ingroup Identification

作　　者：姜金伟[1] 姚梅林[1] 

机构地区：[1]北京师范大学心理学院,北京100875

出　　处：《心理发展与教育》2011年第1期59-64,共6页Psychological Development and Education

基　　金：北京市哲学社会科学"十一五"规划重点项目"北京市职业学校学生学习的心理规律研究"(06AgJY028)

摘　　要：为了探讨学业自我概念对学校投入的影响以及群体内部认同的中介作用,使用语文自我概念问卷、数学自我概念问卷、操作自我概念问卷、群体内部认同量表和学校投入问卷,对一、二、三年级的270名技工学生进行了调查,结果表明:(1)有29.62%的技工学生处于低学校投入状态。(2)操作自我概念、语文自我概念和数学自我概念均对学校投入有显著预测作用,其中操作自我概念的作用更为突出;操作自我概念和语文自我概念能够影响群体内部认同,进而影响学校投入,群体内部认同在其中起到了部分中介作用。To examine the effects of academic self-concepts （manipulative, literacy, and math self-concept ） on school engagement and the mediating role of ingroup identification, a total of 270 technical school students （ 1st, 2nd and 3rd grade） were selected to fill in questionnaires of academic self-concepts, ingroup identification and school engagement. Results indicated （1） there were 29. 62 percent of technical school students with low school engagement; （2） all three academic self-concepts were significant predictors of school engagement, but manipulative self-concept was the strongest one. The ingroup identification was a mediator of the relationship between manipulative self-concept and school engagement as well as literacy self-concept and school engagement.

关 键 词：学校投入 学业自我概念 群体内部认同 操作自我概念 

分 类 号：B844.2[哲学宗教—发展与教育心理学]