|
|
|
| The relationship between class environment and academic stress in high school students： A moderated mediation model |
| LU Yuning, LUO Pinchao |
| School of Psychology, South China Normal University, Guangzhou 510631 |
|
|
|
|
Abstract In order to explore the relationship and the underlying mechanism between class environment and academic stress of senior high school students, the present study constructed a moderated mediation model by questionnaire survey method with a sample of 870 senior high school students. The results showed that： （1） Teacher-student relationship, classmates’ relationship in class environment negatively predicted academic stress, while competition and academic burden in class environment positively predicted academic stress. （2） The comparative orientation and self-deprecation of academic social comparison played a mediating role between class competition and academic stress. （3） Self-concept clarity moderated the first half of the mediating model of “class competition → comparative orientation → academic stress” and the first half of the mediating model of “class competition → self- deprecation → academic stress”. Conclusion： Class competition predicted academic stress through academic social comparative orientation and self-deprecation, and self-concept clarity regulated the mediating role of comparative orientation and self-deprecation.
|
|
|
|
|
|
[1] 白学军, 刘旭, 刘志军. (2013). 初中生社会比较在成就目标与学业自我效能感之间的中介效应.心理科学, 36(6), 1413-1420.
[2] 曹蕊, 吴愈晓. (2019). 班级同辈群体与青少年教育期望:社会遵从与社会比较效应.青年研究, 5, 25-33.
[3] 曹璇, 孟泓沁, 王旭. (2021). 高一学生自我同一性对职业成熟度的影响:学业自我效能感的中介作用.西南大学学报(自然科学版), 43(8),138-142.
[4] 陈诚, 包雷. (2022). 内卷的产生机制与教育内卷的破解.中国考试, 2, 81-88.
[5] 陈旭. (2004). 中学生学业压力、应对策略及应对的心理机制研究. 西南师范大学博士学位论文.
[6] 方杰, 张敏强. (2012). 中介效应的点估计和区间估计:乘积分布法、非参数Bootstrap和MCMC法.心理学报, 44(10), 1408-1420.
[7] 江光荣. (2004). 中小学班级环境:结构与测量.心理科学, 27(4), 839-843.
[8] 江光荣, 林孟平. (2005). 班级环境与学生适应性的多层线性模型.心理科学, 28(6), 1443-1448.
[9] 李蓓蕾, 高婷, 邓林园, 陈珏君, 倪虹. (2019). 初中生核心自我评价在班级环境和学业压力之间的中介作用:性别的调节作用.心理发展与教育, 35(2), 192-202.
[10] 聂晗颖, 甘怡群. (2017). 自我概念清晰性与生命意义感及主观幸福感的关系.中国临床心理学杂志, 25(5), 923-927.
[11] 牛更枫, 孙晓军, 周宗奎, 田媛, 刘庆奇, 连帅磊. (2016). 青少年社交网站使用对自我概念清晰性的影响:社会比较的中介作用.心理科学, 39(1), 97-102.
[12] 庞海波. (2009). 中学班级环境与学生学业成绩的关系.心理科学, 32(3),742-744.
[13] 任志洪, 江光荣, 叶一舵. (2011). 班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用.心理科学, 34(5), 1106-1112.
[14] 温忠麟, 叶宝娟. (2014a). 中介效应分析:方法和模型发展.心理科学进展, 22(5), 731-745.
[15] 温忠麟, 叶宝娟. (2014b). 有调节的中介模型检验方法:竞争还是替补?心理学报, 46(5), 714-726.
[16] 吴愈晓, 张帆. (2020). “近朱者赤”的健康代价:同辈影响与青少年的学业成绩和心理健康.教育研究, 7, 123-142.
[17] 徐海玲. (2007). 自我概念清晰性和个体心理调适的关系.心理科学, 30(1), 96-99.
[18] 徐晓飞. (2005). 中学生学业社会比较对学业压力应对策略的影响. 西南师范大学硕士学位论文.
[19] 喻瑶. (2011). 青少年生涯规划教育的探索与实践.理论月刊, (11), 184-188.
[20] 袁瑛. (2014). 初中生学业社会比较、学业自我效能感与学业压力的关系. 东北师范大学硕士学位论文.
[21] Blazek, M., & Besta, T. (2012). Self-concept clarity and religious orientations: Prediction of purpose in life and self-esteem.Journal of Religion & Health, 51(3), 947-960.
[22] Boulard A., Quertemont E., Gauthier J. M., & Born M. (2012). Social context in school: Its relation to adolescents' depressive mood.Journal of Adolescence, 35(1), 143-152.
[23] Bronfenbrenner, U. (1977). Toward an experimental ecology of human development.American Psychologist, 32(7), 513-531.
[24] Brunot S., Valeau P., & Juhel J. (2015). Validation of a French version of the self-concept clarity scale.European Review of Applied Psychology, 65(3), 143-153.
[25] Campbell J. D., Trapnell P. D., Heine S. J., Katz I. M., Lavallee L. F., & Lehman D. R. (1996). Self-concept clarity: Measurement, personality correlates, and cultural boundaries.Journal of Personality and Social Psychology, 70(1), 141-156.
[26] Carman, K. G., & Zhang, L. (2012). Classroom peer effects and academic achievement: Evidence from a Chinese middle school.China Economic Review, 23(2), 223-237.
[27] Chan, J. C. Y., & Lam, S. F. (2008). Effects of competition on students’ self-efficacy in vicarious learning.British Journal of Educational Psychology, 78, 95-108.
[28] Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis.Psychological Bulletin, 98, 310-357.
[29] Colpaert L., Muller D., Fayant M. P., & Butera F. (2015). A mindset of competition versus cooperation moderates the impact of social comparison on self-evaluation.Frontiers in Psychology, 6, 1337.
[30] Fincham F. D., Hokoda A., & Sanders R., Jr. (1989). Learned helplessness, test anxiety, and academic achievement: A longitudinal analysis.Child Development, 60(1), 138-145.
[31] Gore, S., & Aseltine, R. H. (1995). Protective processes in adolescence: Matching stressors with social resources. American Journal of Community Psychology, 23, 301-327.
[32] Janet Raat A. N., Sch?nrock-Adema J., van Hell E. A., Kuks J. B., & Cohen-Schotanus J. (2015). Student distress in clinical workplace learning: Differences in social comparison behaviours.Advances in Health Sciences Education: Theory and Practice, 20(1), 101-111.
[33] Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, or individualistic.Review of Educational Research, 44(2), 213-240.
[34] Lee, M., & Larson, R. (2000). The Korean ‘examination hell’: Long hours of studying, distress, and depression.Journal of Youth and Adolescence, 29(2), 249-271.
[35] Lee-Flynn S. C., Pomaki G., Delongis A., Biesanz J. C., & Puterman E. (2011). Daily cognitive appraisals, daily affect, and long-term depressive symptoms: The role of self-esteem and self-concept clarity in the stress process.Personality and Social Psychology Bulletin, 37(2), 255-268.
[36] Li J., Zhang N., Yao M. L., Xing H. L., & Liu H. R. (2021). Academic social comparison and depression in Chinese adolescents: The mediating role of basic psychological needs satisfaction.School Mental Health, 13(4), 719-729.
[37] Meece J. L., Anderman E. M., & Anderman L. H. (2006). Classroom goal structure, student motivation, and academic achievement.Annual Review of Psychology, 57, 487-503.
[38] Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models.Behavior Research Methods, 40(3), 879-891.
[39] Pulford B. D., Woodward B., & Taylor E. (2018). Do social comparisons in academic settings relate to gender and academic self-confidence?Social Psychology of Education, 21(3), 677-690.
[40] Rathmann K., Herke M. G., Hurrelmann K., & Richter M. (2018). Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms.PLoS One, 13(2), e0189335.
[41] Ruble, D. N., & Frey, K. S. (1991). Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation.Social Comparison: Contemporary Theory and Research. 79-113.
[42] Sebastian C., Burnett S., & Blakemore S. J. (2008). Development of the self-concept during adolescence.Trends in Cognitive Sciences, 12(11), 441-446.
[43] Shin J. Y., Steger M. F., & Henry K. L. (2016). Self-concept clarity’s role in meaning in life among American college students: A latent growth approach.Self and Identity, 15(2), 206-223.
[44] Smith, M., Wethington, E. & Zhan, G. (2010). Self-concept clarity and preferred coping styles.Journal of Personality, 64(2), 407-434.
[45] Stapel, D. A., & Koomen, W. (2005). Competition, cooperation, and the effects of others on me.Journal of Personality and Social Psychology, 88(6), 1029-1038.
[46] Trigueros R., Padilla A., Aguilar-Parra J. M., Lirola M. J., Garcia-Luengo A. V., Rocamora-Perez P., & Lopez-Liria R. (2020). The influence of teachers on motivation and academic stress and their effect on the learning strategies of university students.International Journal of Environmental Research and Public Health, 17(23), 1-11.
[47] Wayment, H. A., & Taylor, S. E. (1995). Self-evaluation processes: Motives, information use, and self-esteem.Journal of Personality, 63(4), 729-757.
[48] Wimmer S., Lackner H. K., Papousek I., & Paechter M. (2019). Influences of different dimensions of academic self-concept on students’ cardiac recovery after giving a stressful presentation.Psychology Research and Behavior Management, 12, 1031-1040.
[49] Wuthrich V. M., Belcher J., Kilby C., Jagiello T., & Lowe C. (2021). Tracking stress, depression, and anxiety across the final year of secondary school: A longitudinal study. Journal of Social Psychology, 88, 18-30. |
|
|
|
