农村艾滋影响儿童自尊对学校适应的影响:被中介的调节模型

Effect of Self-esteem on School Adjustment in Children Affected by AIDS/HIV in the Rural

目的:探讨受艾滋病影响儿童自尊对学校适应的作用机制及教师支持感在该过程中的边际效应。方法:采用自尊量表(SES)、一般自我效能感量表(GSES)、学校适应量表和教师支持感量表对250名受艾滋病影响儿童进行问卷调查。结果:①受艾滋病影响儿童自尊对学校适应具有显著的正向影响(β=0.142,P<0.05)。②自我效能感在自尊和学校适应的关系中起完全中介作用。③检验教师支持感对自我效能感中介作用的调节效应时发现:教师支持感对自尊影响自我效能感的路径具有显著的调节作用,而对自我效能感影响学校适应的路径调节作用不显著,由此,被中介的调节效应模型成立,而被调节的中介效应模型不成立。结论:提高受艾滋病影响儿童的学校适应能力可从提高其自尊水平、自我效能感入手,但同时不能忽视教师支持感的作用。

Objective： To investigate the interactive effect of self-esteem and teacher support on school adjustment. Methods： Self-esteem scale（SES）, general self-efficacy scale（GSES）, school adjustment scale and perceived teacher sup- port scale were employed in 250 children affected by AIDS/HIV. Results： （1）The seE-esteem could positively predict the variance of school adjustment （β=0.142, P〈0.05）. （2）The self-efficacy played a full mediating role between the seE-esteem and school adjustment （a=0.147, P〈0.05; b=0.291, P〈0.001; c＇ =0.099, P〉0.05）. （3）The teacher support had a significantly moderating effect between the seE-esteem and self-efficacy, but no moderating effect between the self-efficacy and school adjustment, supporting a mediating moderation model between the three variables above. Conclusion： Improving the self- esteem and self-efficacy may improve the school adjustment among the children affect by AIDS/HIV, meanwhile, the effect of the teacher support on school adjustment should not be ignored.