文献类型：期刊文献

中文题名：同伴接纳对学业成就的影响:补偿及有调节的中介效应

英文题名：Effect of Peer Acceptance on Primary School Students' Academic Achievement: Two-path Moderation of Mediating Effect

作者：梁腾飞[1];郑洪冰[1]

第一作者：梁腾飞

机构：[1]新乡学院教育科学学院

第一机构：新乡学院教育科学学院

年份：2014

卷号：7

期号：6

起止页码：91-96

中文期刊名：心理研究

外文期刊名：Psychological Research

收录：国家哲学社会科学学术期刊数据库

语种：中文

中文关键词：小学生;学业成就;课堂参与;同伴接纳;父母情感温暖

外文关键词：primary school students; academic achievement; class participation; peer acceptance; parental emotional warmth

摘要：利用结构方程建模(SEM)技术提出一个补偿及有调节的中介模型,542名小学生完成了父母教育方式量表、课堂参与量表和同伴提名测验。结果显示:(1)同伴接纳在低父母情感温暖对小学生学业成就的影响中起着补偿的效应;(2)课堂参与的行为及认知参与维度在同伴接纳与学业成就的关系中起部分的中介作用;(3)是否独生调节中介模型的前半个路径。
Using the method of SEM,based on ecological systems theory, this present study constructed a two-path moderation of mediative model in which class participation mediated the relationship between peer acceptance and academic achievement among primary school student, and this mediation effect was moderated by parental emotional warmth,if a singleton or not moderated the direct effect between peer acceptance and academic achievement. Participants were 542 primary school students,and they completed Peer nomination test,Classroom Participation Questionnaire,and EMBU. The results indicated that：（1）class participation mediated the effect of peer acceptance and academic achievement;（2） if the only children or not moderate the first path of the mediation,peer acceptance had more effect on student who was not a singleton;（3）parental emotional warmth mediated the effect of peer acceptance and academic achievement.With the parental emotional warmth increasing,the effect of class participation on academic achievement increased.