初二学生感知到的社会支持与学习成绩的关系——学业自我概念的中介作用

Eighth Graders' Perceived Social Support and Academic Achievement:The Mediating Effect of Academic Self-Concept

本研究对杭州市2519名初二学生进行调查,考察学业自我概念在社会支持对学习成绩预测中的中介作用及该中介作用的性别差异。结果表明:(1)相比父母和教师的支持,对于初二学生来讲,同伴支持对其学习成绩的影响更大。(2)学业自我概念在社会支持与学习成绩间起中介作用。(3)学业自我概念在社会支持与学习成绩之间的中介作用存在性别差异。对于男生群体,学业自我概念起完全中介作用;对于女生群体,起部分中介作用。

Social support is the perceived respect, love and help from others, such as parents, teachers or peers. Currently, the mechanism of how social support has an impact on achievement is still open to question. The aims of the study were to explore the influence of different social supports （specifically, from parents, teachers and peers） on academic achievement and to test the mediating effect of academic self-concept between them. Meanwhile, we also checked if the mediating effect varied between boys and girls. In total, 2519 eighth-grade students from nine junior middle schools in Hangzhou, China were asked to finish social support and academic self concept scales and the standard Chinese and Math achievement tests. The stepwise regression analysis was used to determine the most important support resources among parents, teachers and peers. The results revealed that peers support significantly predicted academic achievement （β = . 36, p 〈 . 001 ） and the parents＇ and teachers＇ supports did not enter the equation, which were stable within both girls and boys. Given that the parents＇ and teachers＇ support did not predict academic achievement when controlling the peers＇ support, we only consider peers＇ support when constructing the mediating model. We separately constructed the regressions of academic self concept on peers＇ support and the regression of academic achievement on the academic self concept and the peers＇ support. Also, we repeated the mediating effect analysis separately within the boys＇ and girls＇ group. The results showed that （ 1 ） peers＇ support significantly predicted academic achievement （β = . 72, p 〈 . 001 ） but it did not predict academic achievement （β = . 003, p ：〉 . 05） when controlling academic self-concept. （2） Regardless of boys or girls, the peers＇ support significantly predicted academic achievement （βmale = . 71, p 〈 . 001 ; βfemale = . 79, p 〈 . 001 ）. However, when controlling academic self concept, the peers＇ support did not predict academic achievement for boys （β = -. 06, p 〉 . 05） but predicted academic achievement for girls （β = . 10, p 〈 . 01 ）. Conclusions ： （ 1 ） For 8th graders, peers＇ support was more important than parents＇ and teachers＇ support. （2） Academic seff-concept was the mediator between social support and academic achievement. （3） For boys, the effect of social support on school achievement was fully mediated by academic self-concept; for girls, the effect of social support on school achievement was partially mediated by academic self-concept.