童年中期儿童社会能力与学业成就的交叉滞后研究

Social Competence and Academic Achievement in Middle Childhood:A Cross-lagged Regression Analyses

本研究采用同伴提名法、问卷法,对武汉市一所小学3、4、5、6年级儿童进行6个月的追踪调查。采用交叉时序滞后设计,考察了同伴关系4个特征水平(群体水平、双向关系水平、人际互动水平和个体特征水平)的变量与学业成就的相互预测关系。结果表明,在控制了前测学业成就后,前测的社会喜好、积极友谊质量、社交领导行为可以分别正向预测后测的学业成就,而前测的攻击行为可以负向预测后期的学业成就;在控制了前测的社交自我知觉后,学业成就可以正向预测后期的社交自我知觉。

The relationship between social competence and academic achievement in middle childhood during 6-month follow-up study was analyzed by cross-lagged regression. The findings indicated that after academic achievement at timel under control, social preference, social/leadership behaviors at timel were positive predictors of academic achievement at time2, and aggressive behavior at timel was a negative predictor of achievement in time2; after self-perceived social competence at timel under control, academic achievement at timel was a positive predictor of self-perceived social competence at time2.