学校适应不良图式对学业成就的影响:学业自我效能感的中介作用

School Maladaptive Schema and Academic Achievement:Mediation of Academic Self-efficacy

目的:探讨学校适应不良图式对中小学生学业成就的影响以及学业自我效能感在其中所起的作用。方法:采用中小学生学校适应不良图式问卷、学业自我效能问卷、学业成绩评定方法,对2372名小学五年级到初中三年级学生进行测查。结果:学校适应不良图式与学业自我效能感、学业成就呈显著负相关,学业自我效能感与学业成就呈显著正相关;在控制性别、年龄段的作用后,学校适应不良图式对学业成就有极其显著的负向预测效应;学业自我效能感在学校适应不良图式影响学业成就中起着显著的中介作用。结论:学校适应不良图式对学业成就有显著的消极影响,并且学业自我效能感起着部分中介作用。

Objective： To explore the effects of School maladaptive Schema on Primary and secondary school students＇ academic achievement and the mediating role of academic self-efficacy between them. Methods： The research surveyed 2372 students from primary grade five to secondary grade three by using the inventory of primary and secondary students＇ school maladaptive schema, inventory of academic self-efficacy, and was negatively correlated with academic achievement assessment. Results： School maladaptive schema academic self-efficacy and academic achievement and academic self-ef- ficacy was positively correlated with academic achievement; After controlling the effects of gender and age, school mal- adaptive schema had significant negatively impact on academic achievement; academic self-efficacy significantly mediated the relationship between school maladaptive schema and academic achievement. Conclusion： School maladaptive schema has negative effects on academic achievement, and academic self-efficacy plays a partial intermediate role in this relation- ship.