流动初中生学业自我概念的发展轨迹:一项潜变量增长模型分析  

The Development of Migrant Lower Secondary School Students' Academic Self-Concept: An Analysis Based on a Latent Growth Model

作　　者：李振兴 郭成 连晓荷 缪华灵 

机构地区：[1]西南大学心理学部西南大学心理健康教育研究中心,重庆400715

出　　处：《中国特殊教育》2017年第1期73-79,共7页Chinese Journal of Special Education

基　　金：中央高校基本科研业务费专项资金资助"大鱼小池效应对初中生学业自我概念的影响研究"(项目批准号:SWU1609325);重庆市人文社会科学重点研究基地重点课题"青少年学业自我;学业成绩与生活满意度的关系--来自横向与纵向追踪数据的比较"(项目批准号:16SKB029)

摘　　要：为了探讨流动初中生学业自我概念的发展轨迹,对356名流动初中生进行了连续五次追踪。潜变量增长模型分析发现:(1)流动初中生的学业自我概念呈现出先快速下降,后缓慢下降的分段线性发展轨迹,其下降速度在七年级上学期到七年级下学期期间明显大于七年级下学期期间到九年级上学期期间;(2)流动初中女生的学业自我概念初始均值显著高于男生,且这种性别差异并没有随着时间的变化而变化。教育工作者应抓住实施干预的"关键期",关注流动初中男生的学业自我概念水平。This study aims to explore the developmental trajectories of the academic self-concept of migrant lower secondary school students, by making a five-time survey of 356 migrant lower secondary school students based on a latent growth model. The results show the following： （1） The migrant lower secondary school students surveyed showed a rapid decrease in their academic self-concept, followed by a slow decrease, at a significantly higher speed of decrease from the 1st semester to the 2nd semester in Grade 7 than from the 2nd semester in Grade 7 to the 1st semester in Grade 9; and （2） the girls surveyed scored significantly higher in their academic self-concept than the boys surveyed, and there was no change in the gender difference over time. This indicates that educators are supposed to grasp the ＂key period＇of interventions, and attach importance to migrant lower secondary school boys＇ academic self-concept.

关 键 词：流动初中生 学业自我概念 发展轨迹 潜变量增长模型 

分 类 号：B849[哲学宗教—应用心理学]