初中生公正世界信念对其学业成就的影响:感知的教师支持和班级公正的中介作用  

Just World Belief and Achievements in Secondary School Students:The Mediators of Perceived Teachers' Support and Classroom Justice

作　　者：任萍[1] 张云运[1] 秦幸娜 郭筱琳[1] 赵茜[1] 

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875

出　　处：《心理发展与教育》2017年第2期191-197,共7页Psychological Development and Education

基　　金：教育部人文社会科学研究青年基金(15JC190005)

摘　　要：公正世界信念作为一种社会认知倾向,对于个体发展具有普遍影响,但是在学校情境中探索公正世界信念与学业成就的关系及影响机制的研究却很有限。本研究以郑州市两个区县的2584名初中一年级学生为被试,考察公正世界信念对其学业成就的影响,从班级生态环境的角度,探索个体对教师支持和班级公正的感知在二者之间的中介作用。结果发现:初中生的公正世界信念可显著预测其学业成就;在控制了性别、年龄后,学生的公正世界信念可分别通过对教师支持和班级公正的感知间接影响其学业成就,公正世界信念还可以通过感知的教师支持影响对班级公正的感知,进而影响学业成就的多重中介路径发挥作用。个体对班级教师支持和班级公正的感知是公正世界信念影响学业成就的重要途径。It has been found that belief in a just world （BJW） could affect adolescents＇ development positively. However, the potential pathway which links BJW and achievement remains unclear, particularly under the class justice context. Conducted with a sample of 2584 participants in seventh grade in Zhengzhou, this current research explored the effects of BJW on their academic achievement and the mediating roles of students＇ subjective experi- ence of their teachers＇ support and classroom justice. The structural equation model found that the more students believed in a just world, the better grades they received. Furthermore, the students＇ BJW could positively affect a- chievement not only by perceived teachers＇ support and classroom justice respectively, but also by perceived teach- ers＇ support via the multiple mediator effect of classroom justice when controlled for gender and age. These findings suggested that the just and supportive classroom environment plays an important role between adolescents＇ BJW and their academic achievement.

关 键 词：初中生 公正世界信念 感知的教师支持 感知的班级公正 学业成就 

分 类 号：G442[哲学宗教—心理学]