身份认同整合对流动儿童学校适应的影响——群体结构的调节作用

Readiness: The Mediating Role of Group Composition

身份认同整合是流动儿童在双文化背景下融入迁入地的重要心理因素。从群体结构中的班级结构和学校结构的角度,可以讨论身份认同整合对初中流动儿童学校适应(自尊、同伴接纳和学业成绩)的影响。研究发现,流动儿童身份认同整合程度对其学校适应具有预测作用。身份认同整合程度越高,其自尊水平、同伴接纳程度和学业成绩越高。学校结构对身份认同整合、学校适应中的自尊、学业成绩并没有影响。在班级结构中,流动儿童在班级中占多数,其自尊水平更高、同伴接纳程度更高,学业成绩就更好。班级结构在身份认同整合对学校适应的自尊、同伴接纳和学业成绩三个因素影响过程中起调节作用。

Identity integration is an important psychological factor for migrant children attempting to integrate into the place of relocation against the bicultural background. This study discusses the impact of identity integration on school adaptation( self-esteem,peer acceptance,and academic performance) of junior high school migrant children from the perspective of group composition and school composition in group composition. It is found that the degree of migrant children’s identity integration has a predictive effect on their school adaptation.A higher degree of identity integration is associated with a higher level of self-esteem, peer acceptance, and academic performance.School composition,however,has no effect on identity integration,self-esteem in school adaptation,and academic performance.In terms of class composition,classes in which migrant children account for the majority are associated with higher self-esteem,higher peer acceptance,and better academic performance among migrant students.Group composition plays a moderating role in the influence of identity integration on self-esteem,peer acceptance,and academic performance.