同伴对青少年学校参与及学业自我效能感的影响——一年的追踪研究  

Peers' Influence on Early Adolescents' School Engagement and Academic Self-Efficacy: A Longitudinal Study

作　　者：甄霜菊[1] 喻承甫[2] 张卫[1] 

机构地区：[1]华南师范大学心理学院/心理应用研究中心 [2]广州大学教育学院

出　　处：《华南师范大学学报（社会科学版）》2015年第6期103-110,192,共8页Journal of South China Normal University：Social Science Edition

基　　金：广州市哲学社会科学发展"十二五"规划青年课题"高社交地位同伴对早期青少年的影响研究"(2012QN12)

摘　　要：本研究采用同伴提名和问卷法对236名初中一年级学生进行了一年的追踪研究,在自然情境下考察个体喜欢的同伴对青少年学校参与(行为参与、认知参与和情感参与)及学业自我效能感的影响,以及该过程是否受到个体的初始学校参与水平/学业自我效能及学业成绩的调节。结果发现,在控制了性别后:(1)喜欢同伴的行为参与对个体T2行为参与的影响受到个体T1学业成绩的调节;(2)喜欢同伴的认知参与和情感参与对个体T2的认知参与和情感参与没有影响;(3)喜欢同伴的学业自我效能对个体T2学业效能的影响受到个体T1学业成绩和学业效能的调节。This study examined the influence of well-liked peers on early adolescents in school engagement( behavioral engagement,cognitive engagement,and emotional engagement) and academic self-efficacy. 273 seventh grade students participated in this one-year follow-up study. Well-liked peers were assessed by peer nomination,and school engagement and academic self-efficacy were assessed by self-report. The results revealed that after controlling for sex,the influence of well-liked peers' behavioral engagement was moderated by individuals' academic achievement. However,well-liked peers' cognitive engagement and emotional engagement could not predict changes in individuals across time. Furthermore,the influence of well-liked peers' academic self-efficacy was moderated by individuals' Time 1 academic achievement and Time 1 academic self-efficacy.

关 键 词：青少年 同伴影响 学校参与 学业自我效能 学业成绩 

分 类 号：B84[哲学宗教—心理学]