学业自我概念和学业成绩的纵向关系:流动与城市儿童的比较分析  

The Longitudinal Relationship between Academic Self-Concept and Academic Achievement:A Comparative Study between Urban and Migrant Children

作　　者：李振兴 郭成 赵小云[1] 邓欢 LI Zhenxing;GUO Cheng;ZHAO Xiaoyun;DENG Huan(School of Education,Huaibei Normal University,Huaibei,235000;Faculty of Psychology,Southwest University,Southwest University,Chongqing,400715)

机构地区：[1]淮北师范大学教育学院,淮北235000 [2]西南大学心理学部,重庆400715

出　　处：《中国特殊教育》2020年第3期83-90,共8页Chinese Journal of Special Education

基　　金：教育部人文社会科学研究青年基金项目“流动儿童学业自我概念的建构机制及培育策略研究”(项目批准号:18YJCZH089)。

摘　　要：为了探讨学业自我概念和学业成绩的纵向关系,以及该纵向关系在城市与流动儿童之间的差异,本研究使用问卷调查法对653名城市儿童和686名流动儿童进行连续五次追踪。交叉滞后结构方程模型分析发现:(1)虽然总体上学业自我概念和学业成绩的纵向关系支持了交互影响模型,但儿童类型具有显著调节作用,城市儿童支持了发展观,而流动儿童则支持了交互影响模型;(2)在七年级上学期到八年级下学期期间,流动儿童先前的学业成绩对后来的学业自我概念的影响显著大于城市儿童。未来教育实践中要注重群体差异,因材施教,努力培养流动儿童的积极学业心理品质。To examine the longitudinal relationship between academic self-concept and academic achievement,and the difference between urban and migrant children,653 urban children and 686 migrant children were investigated across five waves.The cross-lagged structure equation modeling analysis showed the following results:1)Different types of children significantly moderated the longitudinal relationship,urban children supported the development perspective,and migrant children supported the reciprocal model;2)The specific crossed-lagged path of the longitudinal relationship across two groups were significantly different for both the influence of prior academic self-concept on subsequent academic achievement and the influence of prior academic achievement on subsequent academic self-concept,the coefficient of migrant children was more significant than urban children during T1 to T4.In the future educational practice,more attention should be paid to group differences,and more effort paid to cultivate the positive academic psychological quality of migrant children.

关 键 词：流动儿童 城市儿童 学业自我概念 学业成绩 纵向关系 

分 类 号：B844[哲学宗教—发展与教育心理学]