初中留守儿童的学业自我效能与学校适应:潜变量增长模型分析

Left-behind Children's Academic Self-Efficacy and School Adjustment:A Latent Growth Modeling Approach

为考察初中留守儿童学校适应的发展趋势,以及学业自我效能的变化趋势对其的影响,对142名被试进行2年4次追踪测试。结果发现:(1)初中留守儿童学校适应在2年内未出现显著下降,但起始水平和发展速度均存在显著的个体差异;(2)控制性别、社会经济地位的效应后,学业自我效能的初始水平对学校适应的初始水平具有正向影响,但对其发展速度没有影响;(3)学业自我效能的发展速度可正向预测学校适应的发展速度。

The present study mainly aims to examine the rela- tionship between left-behind children＇ academic self-efficacy and school adjustment. Participants were 142 left-behind children in junior middle school, who were followed up for two years from grade seven to grade eight. Assessments of left-beo- hind children＇s academic self-efficacy and school adjustment were obtained from self-reports at four time points. Results showed： （ 1 ） the linear trend of left-behind children＇ s school adjustment was not sig- nificant, but significant individual differences in initial levels and change in left-behind children＇s school adjustment were found. （2） In controlling for gender and social economic status, the initial level of academic self-efficacy has significant positive impact on the initial level of school adjustment, but not on the development speed of school adjustment. （ 3 ） The change of academic self-efficacy has positive impact on the development speed of academic school adjustment.