Ostracism, school engagement, and academic achievement: Examining a mediation model among senior high school students

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2024-04-13 DOI:10.1177/01430343241247233

Lin Wang, Shan Jiang, Shilin Tan, Yangyang Wan, Wanyan Fei

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Abstract

Ostracism and school engagement have important implications for adolescents’ academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by examining the mediating effects of emotional engagement, cognitive engagement, and behavioral engagement on the association between ostracism and adolescents’ academic achievement. Clustered random sampling was employed, and a total of 728 adolescents (52.6% female) were recruited as participants. The results showed that ostracism was negatively associated with academic achievement. Ostracism was negatively associated with emotional engagement and cognitive engagement, which in turn were related to worse academic achievement. Notably, within the Chinese cultural context, behavioral engagement did not exhibit a mediating effect between ostracism and academic achievement. The findings of the present research have theoretical and practical implications for curtailing ostracism and improving adolescents’ academic achievement.

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排斥、学校参与和学业成绩：研究高中生的调解模型

排斥和学校参与对青少年的学业毅力和成功有着重要影响。然而，在中国文化背景下，以往研究很少探讨学校参与对排斥与学业成绩之间关联的中介效应。本研究填补了这一研究空白，考察了情感投入、认知投入和行为投入对排斥与青少年学业成绩之间关联的中介效应。本研究采用聚类随机抽样方法，共招募了 728 名青少年（52.6% 为女性）作为被试。结果显示，排斥与学习成绩呈负相关。排斥与情感投入和认知投入呈负相关，而情感投入和认知投入又与学业成绩的下降相关。值得注意的是，在中国文化背景下，行为参与在排斥与学业成绩之间没有显示出中介效应。本研究的结果对于减少排斥现象、提高青少年的学业成绩具有理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer