学业成绩对中学生违纪行为责任归咎的影响:班级违纪规范的作用  

The Effect of Academic Performance on Blame Attribution for Disciplinary Violations of Middle School Students:The Role of Classroom Disciplinary Norms

作　　者：艾丹枫 周文莹 徐梓恺 李乐涵 孙昕研 尹军[1] AI Dan-feng;ZHOU Wen-ying;XU Zi-kai;LI Le-han;SUN Xin-yan;YIN Jun(Center of Croup Behavior and Social Psychological Service,Department of Psychology,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学心理学系暨研究所,宁波大学群体行为与社会心理服务研究中心,宁波315211

出　　处：《应用心理学》2024年第3期260-268,共9页Chinese Journal of Applied Psychology

基　　金：浙江省哲学社会科学领军人才培育专项(青年英才培育,21QNYC12ZD)

摘　　要：青少年的校园违纪行为普遍存在,如何对其进行责任归咎值得深究。研究考察了违纪者的学业成绩是否会影响中学生对其责任归咎程度,并探究了班级违纪规范在其中的调节作用。结果发现:违纪者的学业成绩对其违纪行为责任归咎存在影响,相比于学业成绩优的学生,中学生对学业成绩差生的违纪行为责任归咎更严苛,且强有力的班级违纪规范能削弱前述影响。该结果提示应关注学业成绩“身份”带来的责任归咎偏差。Given the prevalence of school disciplinary violations among teenagers,it is essential to examine how blame attribution should be assigned for such incidents.The study investigated the impact of academic performance of rule violators on blame attribution among middle school students,and examined the moderating effect of classroom discipline norms on this relationship.The findings indicate that the academic performance of the violators has an impact on the blame attribution for their disciplinary violations.Middle school students attributed more blame to the disciplinary violations of the students with poor academic performance than those with excellent academic performance.Furthermore,strong classroom disciplinary norms can mitigate the aforementioned influence.The result suggests that the attention should be paid to the bias of blame attribution caused by the“identity”from academic performance.

关 键 词：学业成绩 责任归咎 班级违纪规范 违纪行为 

分 类 号：B844[哲学宗教—发展与教育心理学]