累积生态风险与农村初中生学业成就的关系:一个链式中介模型  

The relationship between cumulative ecological risk and academic achievement for rural students in junior high school:a chain mediating model

作　　者：谭千保[1,2] 吴喜燕 李佳圆 李强 Tan Qianbao;Wu Xiyan;Li Jiayuan;Li Qiang(School of Education, Hunan University of Science and Technology, Xiangtan 411201, China;Study Base of Reform and Development for Rural Education, Hunan University of Science and Technology, Xiangtan 411201, China)

机构地区：[1]湖南科技大学教育学院,湖南湘潭411201 [2]湖南科技大学农村教育改革与发展研究基地,湖南湘潭411201

出　　处：《辽宁师范大学学报（社会科学版）》2021年第1期42-50,共9页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家社会科学基金“十三五”规划教育学一般课题“累积生态风险对农村儿童学校适应的影响及其规避机制研究”(BBA180076)。

摘　　要：以873名农村初中生为调查对象,考察累积生态风险对农村初中生学业成就的影响以及领悟社会支持、学业自我效能感在其中所起的中介作用。结果显示:(1)累积生态风险、学业成就和领悟社会支持、学业自我效能感两两之间具有显著的相关关系,且累积生态风险能直接显著地负向预测学业成就。(2)领悟社会支持、学业自我效能感在累积生态风险和农村初中生学业成就之间起中介作用,其三条具体路径为:一是领悟社会支持的单独中介作用;二是学业自我效能感的单独中介作用;三是领悟社会支持和学业自我效能感的链式中介作用。结果表明,累积生态风险对农村初中生学业成就具有重要影响,且这种影响可通过领悟社会支持和学业自我效能感来实现。The study chose 856 rural students in junior high school as an object as to explore the influence of cumulative ecological risk on academic achievement and the mediating effects of perceived social support and academic self-efficacy.The results indicated that:(1)There were significant correlations among cumulative ecological risk,academic achievement,perceived social support and academic self-efficacy,and cumulative ecological risk could significantly negatively predict academic achievement.(2)Perceived social support and academic self-efficacy played significant mediating roles between cumulative ecological risk and academic achievement.Specifically,the mediation effects contained the three paths:the separate mediation effect of comprehension of social support,the separate mediation effect of academic self-efficacy,and the serial mediation effect of perceived social support and academic self-efficacy.The results show that cumulative ecological risk has a great effect on the academic achievement of rural students in junior high school,and this effect can be achieved through perceived social support and academic self-efficacy.

关 键 词：累积生态风险 农村初中生 学业成就 领悟社会支持 学业自我效能感 

分 类 号：B844.2[哲学宗教—发展与教育心理学]