初中生人际交往能力、学业成绩及其发展背景系统间的关系

Relationships Among the Interpersonal Competence,Academic Achievement and Developmental Contexts of Junior High School Students

采用问卷法调查586名初中生,探讨其人际交往能力、学业水平及发展背景系统的互动关系模式。研究发现初二学生的人际交往能力表现最为突出。高交往能力学生的学业成绩明显优于低交往能力学生。良好的父母教养方式能有效促进学生的人际交往能力,有助于积极师生关系和同伴关系的发展。人际交往能力受家庭教养背景系统的直接影响,并作用于学校人际背景系统,两大系统以直接或间接方式影响学业成绩。

Interpersonal competence is a major part of one＇ s social competence. It is the important driving force for one＇ s successful socialization and adaptation to the society, while academic achievement is the core indicator of one＇ s learning ability and school environment adaptability. These two are the key aspects of a teenager＇ s individual development and also significant for them to get adapted to the society in the future. For junior high school students, adaptability in various aspects develops in different degrees in the double developmental contexts of family and school and manifests itself as division of interpersonal competence and difference in academic achievement. Thus, a systematic study of junior high school students＇ interpersonal competence and academic achievement has its theoretical and realistic significance for the improvement of the future social development. Based on a questionnaire survey which included EMBU, Interpersonal Competence Questionnaire -- Chinese Version （ ICQ - R） and a questionnaire of the teacher-student relationship of junior high school students and peer nomination from 586 junior high school students ranging from grade one to grade three, this study established and validated a theoretical model through a structural equation model and explored the interactive relationship model of junior high school students＇ interpersonal competence, their academic achievement and the developmental contexts of the two factors. The results showed ： （ 1 ） The junior high school students of grade two had better interpersonal competence （ F = 3.458, p =. 032 ） and the girl students were better at handling interpersonal problems than the boy students （F = 7. 617, p =. 006）. The academic achievement of the students who had better interpersonal competence was better than those whose interpersonal competence was not so good; the interpersonal competence and the academic achievement of the popular students were much better than those who were not popular （ F = 9. 564, p =. 001 ）. （2） Good parenting could greatly improve junior high school students＇ interpersonal competence and this competence was helpful to the development of teacher-student relationship and peer relationship; good parent-child relationship, teacher-student relationship and peer relationship would greatly improve junior high school students＇ academic proficiency. （3） The structural equation model indicated that junior high school students＇ interpersonal competence was directly influenced by their family parenting contexts and exerted influence on school interpersonal contexts. The two context systems influenced students＇ academic achievements directly or indirectly. The individuals achieved their social and academic development in the systemic interaction between the individuals and their developmental contexts. Finally, we arrived at the conclusion ： for teenagers, the interpersonal competence of individuals was much more influenced by their, family parenting contexts while their academic achievement was much more influenced by their school contexts. The various individual development areas brought about indirect and invisible relevance and interaction through the same contexts; the social development and non-social development of individuals relied on the direct interaction between them and the contexts and were influenced by the interactive effect of different contexts.