歧视知觉与内地新疆班学生学校适应的关系:人际疏离感和社会支持的作用

Perceived Discrimination and School Adjustment among Xinjiang Classes Students in the Hinterland:The Role of Interpersonal Alienation and Social Support

为探究歧视知觉与内地新疆班学生学校适应之间的关系,通过方便取样法,使用个体歧视知觉问卷、青少年学生疏离感量表、领悟社会支持量表和高中生学校适应量表对405名内地新疆班的学生进行调查。结果显示:(1)内地新疆班学生的歧视知觉整体水平较低,学校适应水平良好,并且歧视知觉与学校适应之间呈显著负相关关系;(2)人际疏离感在歧视知觉与学校适应之间起部分中介作用;(3)教师支持调节了歧视知觉与学校适应的直接关系,同伴支持调节了人际疏离感中介效应的后半路径。研究有助于揭示个体因素与环境因素共同对内地新疆班学生学校适应的作用路径,保障少数民族人才教育的成效。

In order to explore the relationship between perceived discrimination and school adjustment among Xinjiang classes students in the hinterland,405 students were investigated by questionnaire method,using Individual Perceived Discrimination Questionnaire,Adolescent Students Sense of Alienation Scale,Perceived Social Support Scale and Questionnaire of School Adjustment for High School Students.The results showed that:(1)The overall level of perceived discrimination of Xinjiang classes students was low,and the school adjustment level was good,and there was a significant negative correlation between perceived discrimination and school adjustment;(2)Interpersonal alienation partially mediated the relationship between perceived discrimination and school adjustment;(3)Teacher support moderated the direct relationship between perceived discrimination and school adjustment,and peer support moderated the latter half of the mediating effect of interpersonal alienation.The research could help to reveal the effect path of individual factors and environmental factors on the school adjustment among Xinjiang classes students in the hinterland,and ensure the effectiveness of the education and training of ethnic minority talents.