学业成绩影响儿童孤独感的中介变量分析

An Analysis of Mediator Variables between Academic Achievement and Children' Loneliness

为考察、检验学业成绩影响儿童孤独感的中介变量,采用同伴提名问卷、依恋量表、儿童孤独感量表调查了4—6年级438名儿童,并对数据进行了共同方法偏差检验。结果表明,各变量间不存在共同方法偏差,在考察单一变量的中介作用时,亲子依恋、同伴拒绝分别在学业成绩与儿童孤独感之间起部分中介作用,教师接纳在二者之间起完全中介作用;当同时考察亲子依恋、同伴拒绝、教师接纳在学业成绩与孤独感之间的中介作用时,三种社会关系起完全中介作用。结论:教师接纳、同伴拒绝和亲子依恋是学业成绩与孤独感之间的中介变量。

The academic achievement students may influence teacher acceptance,peer acceptance and parent-child attachment,and then influence their loneliness. Many studies found that there was a close relationship between social relationship and loneliness. However,few studies focus on the relationship between academic achievement and loneliness. In this study,the mechanism of how academic achievement may affect children＇s loneliness is explored. To determine the specific effect of social relationship on the relationship between academic achievement and loneliness,five models were formulated. The first,second,third and fourth were single-mediator models. They explored the mediating roles of peer rejection,teacher acceptance,parent-child attachment,respectively,between academic achievement and loneliness. And the fifth model,as a multi-mediator model,simultaneously explored the mediating roles of teacher acceptance,peer rejection,parent-child attachment. Findings from this study are intended to provide empirical support for the strategies for the prevention and intervention of children＇ loneliness. Attachment Security Scale,Peer Nomination Questionnaires,and Children＇ Loneliness Scale were used to investigate 438 children from elementary schools from Grade 4 to Grade 6. Academic achievement was measured by the scores of Chinese,Mathematics,and English. The Harman Univariate Test was used to examine common method biases. To examine the mediator effect of social relationship,structural equation modeling was used. The results indicate that,there were not common method biases in the survey; the relationships among academic achievement, teacher acceptance,peer acceptance,parent-child attachment and loneliness are significant; when only one mediator variable was examined,teacher acceptance,peer rejection and parent-child attachment were all important mediators respectively between academic achievement and loneliness. The relationship between academic achievement and loneliness could be fully mediated by teacher acceptance,while parent-child attachment or peer rejection could be a partial mediator between academic achievement and loneliness. When multiple mediator variables are examined simultaneously,teacher acceptance,peer rejection and parent-child attachment together could fully mediate the relationship between academic achievement and loneliness; sufficient indices of fitness are obtained for the mediation model. Based on the results of model testing,the conclusions are as follows： teacher acceptance,peer rejection,parent-child attachment have a full mediator effect on the relationship between academic achievement and loneliness; there are indirect relationships between academic achievement and loneliness; there are direct relationships between academic achievement and social relationships; academic achievement could predict teacher acceptance,peer rejection and parent-child attachment directly; there are direct relationships between social relationships and loneliness; teacher acceptance,peer rejection,parent-child attachment could together predict loneliness directly.