农村留守儿童心理资本与学业成绩:有调节的中介效应

Effect of Psychological Capital on Academic Achievement on Left-behind Children in Rural China:a Moderated Mediating Effect

目的:探讨农村留守儿童心理资本对学业成绩的影响机制。方法:采用农村留守儿童心理资本问卷、学业自我概念问卷与社会支持问卷对646名农村留守儿童进行调查。结果:(1)心理资本对学业成绩有显著正向预测性;(2)学业自我概念在心理资本与学业成绩间起部分中介作用;(3)社会支持对中介作用的前半条路径有负向调节效应,随着支持水平提高,学业自我概念的中介作用减弱。结论:农村留守儿童心理资本对学业成绩的影响是有调节的中介效应。

Objective： To explore the effect of psychological capital on academic achievement in left-behind children （LBC） in rural China. Methods： A sample of 646 LBC was recruited to complete psychological capital scale, academic self- concept scale and social support scale, and the academic achievement of each participants was provided by the school. Results： （1）After controlling for gender and socioeconomic status, psychological capital was positively correlated to academic achievement. （2）Academic self-concept played a partial mediating role in the relationship between psychological capital and academic achievement. （3）The mediation effect was moderated by social support. With social support increasing, the regressive effect of psychological capital on academic self-concept attenuated. Conclusion： The effect of psychological capital on LBC＇ s academic achievement is mediated by academic self-concept and the first part mediation path is moderated by social support.