新疆民汉合校背景下中小学生感知的学校氛围与学业成就的关系:一个有调节的中介模型

The Perceived School Climate of Schools Merging Minorities with the Han People and Its Relationships with Elementary and Middle School Students Academic Achievement:A Moderated Mediation Model

为探讨新疆民汉合校背景下中小学生感知的学校氛围与学业成就的关系及其影响机制,采用民汉合校学校氛围问卷、学业行为量表、学业成就问卷和自尊量表(SES)对912名中小学生进行问卷调查。结果表明:(1)学业行为在学校氛围与学业成就间起中介作用,即学校氛围通过学业行为间接影响学业成就;(2)自尊调节了学校氛围通过学业行为对学业成就产生影响的中介过程。因此,学校氛围对中小学生学业成就的影响是一个有调节的中介过程,学校氛围通过学生学业行为影响中小学学生的学业成就,高自尊个体会增强学校氛围对学业行为的影响。

In order to explore the relationships between the perceived school climate of schools merging minorities with the Han people and academic achievement of elementary and middle school students and its mechanism in Xinjiang,912 elementary and middle school students completed questionnaire measures of the perceived school climate of schools merging minorities with the Han people,academic behavior,academic achievement and Self-esteem(SES).The results indicate that:(1)Academic behavior play a mediating role in the relationship between school climate and academic achievement which means the school climate indirectly affects academic achievement through academic behavior;(2)Self-esteem moderates the mediating effect of school climate on academic achievement.Thus,the influence of school climate on academic achievement is a moderated mediating process.The school climate indirectly affects academic achievement through academic behavior,and high self-esteem students will strengthen the effect of school climate on academic behavior.