班级关系在歧视知觉对留守初中生亲社会行为影响之间的作用  

Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students

作　　者：全小山 杨集梅[1] 柴洁余 邱天龙 孙霁 QUAN Xiaoshan;YANG Jimei;CHAI Jieyu;QIU Tianlong;SUN Ji(School of Education Science of Anshun University,Anshun 561000,Guizhou Province,China)

机构地区：[1]安顺学院教育科学学院,贵州561000 [2]安顺学院特殊儿童发展与融合教育实验室

出　　处：《中国学校卫生》2024年第11期1625-1628,共4页Chinese Journal of School Health

基　　金：贵州省高校人文社会科学研究项目(2024RW281);安顺学院2024年度科研项目(asxykypt202401);安顺学院2023年教学项目(XJKCSZ042)。

摘　　要：目的 考察歧视知觉对留守初中生亲社会行为的纵向影响,并探讨师生关系和同学关系的纵向中介作用,旨在为提升留守初中生亲社会行为提供参考依据。方法 采用歧视知觉问卷、师生关系问卷、同学关系问卷和亲社会行为问卷,在2021年11月中旬(T1)、2022年5月中旬(T2)2个时间点对整群随机抽取的贵州省2所中学930名留守初中生进行2次追踪调查,采用偏差校正的Bootstrap方法检验T2师生关系与T2同学关系在T1歧视知觉和T2亲社会行为之间的中介作用。结果 留守初中生T1的歧视知觉、师生关系、同学关系以及亲社会行为得分分别为(1.98±0.94)(4.13±0.77)(3.54±0.91)(3.52±0.75)分;T2的师生关系、同学关系和亲社会行为得分分别为(3.98±0.83)(3.42±0.86)(3.48±0.72)分。控制性别、年龄和自评家庭经济状况后,T1歧视知觉负向预测T2亲社会行为(β=-0.07);T1歧视知觉通过T2师生关系间接影响T2亲社会行为,中介效应值为-0.02(95%CI=-0.02~-0.01);T1歧视知觉通过T2同学关系间接影响T2亲社会行为,中介效应值为-0.03(95%CI=-0.05~-0.02)(P值均<0.05)。结论 歧视知觉不仅可直接减少留守初中生亲社会行为,还可通过降低师生关系和同学关系间接负面影响留守初中生亲社会行为。Objective To examine the Longitudinal influence of perceived discrimination on pro-social behavior of left alone junior middle school students and to explore the longitudinal mediating role of teacher-student relationship and classmate relationship,so as to provide a reference for improving pro-social behavior of left-behind junior middle school students.Methods The Perceived Discrimination Questionnaire,Teacher-Student Relationship Questionnaire,Classmate Relationship Questionnaire and Prosocial Behavior Questionnaire were used to conduct two follow up surveys on 930 left-behind junior middle school students in Guizhou Province at two time points,in mid-November 2021(T1)and mid-May 2022(T2).Deviation corrected Bootstrap method was used to examine the mediating effect of T2 teacher-student relationship and T2 classmate relationship on the impact of T1 discrimination perception on T2 pro-social behavior.Results The perceptions of discrimination,teacher-student relationship,classmate relationship,and pro-social behavior scores of the left-behind junior high school students were(1.98±0.94)(4.13±0.77)(3.54±0.91)(3.52±0.75)for T1,and(3.98±0.83)(3.42±0.86)(3.48±0.72)for teacher-student relationship,classmate relationships and pro-social behavior scrores of T2.After controlling for gender,age and self-assessment of family economic status,T1 perceived discrimination negatively predicted T2 pro-social behavior(β=-0.07);and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 teacher-student relationship,and mediated effect value was-0.02(95%CI=-0.02 to-0.01);and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 classmate relationship,mediated effect was-0.03(95%CI=-0.05 to-0.02)(P<0.05).Conclusions Perceived discrimination not only directly reduces pro-social behavior of left-behind junior middle school students,but also indirectly and negatively affects pro-social behavior of left alone junior middle school students by reducing teacher-student relat

关 键 词：人际关系 偏见 知觉 社会行为 精神卫生 学生 

分 类 号：R179[医药卫生—妇幼卫生保健] G478[医药卫生—公共卫生与预防医学] C913.5[文化科学—教育学]