{"title":"同伴支持和课堂公正对中国青少年学业投入和不满的纵向影响：一个中介和多群体分析。","authors":"Qi Gao, Yukai Zhou, Libin Zhang, Chenxu Wang, Yang Yang, Wenyu Liang, Yunyun Zhang","doi":"10.1111/bjep.70021","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of classroom climate indicators that permeate both instructional and noninstructional periods on academic engagement and disaffection remain unclear.</p><p><strong>Aims: </strong>This study explored how peer support and classroom justice jointly influence academic engagement and disaffection via mastery goals and resilience, and investigated the potential differences in these effects between low- and high-achieving students.</p><p><strong>Sample: </strong>A total of 1398 Chinese adolescents (T1: M<sub>age</sub> = 13.04, SD<sub>age</sub> = .66, 47.30% female; T2: M<sub>age</sub> = 13.55, SD<sub>age</sub> = .66, 47.60% female; T3: M<sub>age</sub> = 14.00, SD<sub>age</sub> = .66, 47.80% female) participated in a three-wave longitudinal investigation that featured 6-month intervals.</p><p><strong>Methods: </strong>Data were collected at three time points, measuring peer support, classroom justice and academic achievement at T1; mastery goals and resilience at T2; academic engagement and academic disaffection at T3.</p><p><strong>Results: </strong>Findings indicated that peer support and classroom justice significantly related to engagement and disaffection via mastery goals, and their effects were significant on engagement via resilience. The influencing pathways varied across achievement levels. The mediating effects of mastery goals and resilience were significant only for low-achieving students, but not for high-achieving students.</p><p><strong>Conclusions: </strong>The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis.\",\"authors\":\"Qi Gao, Yukai Zhou, Libin Zhang, Chenxu Wang, Yang Yang, Wenyu Liang, Yunyun Zhang\",\"doi\":\"10.1111/bjep.70021\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of classroom climate indicators that permeate both instructional and noninstructional periods on academic engagement and disaffection remain unclear.</p><p><strong>Aims: </strong>This study explored how peer support and classroom justice jointly influence academic engagement and disaffection via mastery goals and resilience, and investigated the potential differences in these effects between low- and high-achieving students.</p><p><strong>Sample: </strong>A total of 1398 Chinese adolescents (T1: M<sub>age</sub> = 13.04, SD<sub>age</sub> = .66, 47.30% female; T2: M<sub>age</sub> = 13.55, SD<sub>age</sub> = .66, 47.60% female; T3: M<sub>age</sub> = 14.00, SD<sub>age</sub> = .66, 47.80% female) participated in a three-wave longitudinal investigation that featured 6-month intervals.</p><p><strong>Methods: </strong>Data were collected at three time points, measuring peer support, classroom justice and academic achievement at T1; mastery goals and resilience at T2; academic engagement and academic disaffection at T3.</p><p><strong>Results: </strong>Findings indicated that peer support and classroom justice significantly related to engagement and disaffection via mastery goals, and their effects were significant on engagement via resilience. The influencing pathways varied across achievement levels. The mediating effects of mastery goals and resilience were significant only for low-achieving students, but not for high-achieving students.</p><p><strong>Conclusions: </strong>The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.</p>\",\"PeriodicalId\":51367,\"journal\":{\"name\":\"British Journal of Educational Psychology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-08-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/bjep.70021\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjep.70021","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Longitudinal effects of peer support and classroom justice on academic engagement and disaffection among Chinese adolescents: A mediation and multigroup analysis.
Background: The impacts of classroom climate on students' academic engagement and disaffection have been well documented. However, previous research has focused primarily on teacher-led instructional time; the impacts of classroom climate indicators that permeate both instructional and noninstructional periods on academic engagement and disaffection remain unclear.
Aims: This study explored how peer support and classroom justice jointly influence academic engagement and disaffection via mastery goals and resilience, and investigated the potential differences in these effects between low- and high-achieving students.
Sample: A total of 1398 Chinese adolescents (T1: Mage = 13.04, SDage = .66, 47.30% female; T2: Mage = 13.55, SDage = .66, 47.60% female; T3: Mage = 14.00, SDage = .66, 47.80% female) participated in a three-wave longitudinal investigation that featured 6-month intervals.
Methods: Data were collected at three time points, measuring peer support, classroom justice and academic achievement at T1; mastery goals and resilience at T2; academic engagement and academic disaffection at T3.
Results: Findings indicated that peer support and classroom justice significantly related to engagement and disaffection via mastery goals, and their effects were significant on engagement via resilience. The influencing pathways varied across achievement levels. The mediating effects of mastery goals and resilience were significant only for low-achieving students, but not for high-achieving students.
Conclusions: The findings highlight the importance of attending to general classroom climate indicators, suggesting that educators should cultivate a supportive and equitable classroom climate and promote students' mastery goals and resilience while implementing differentiated interventions across achievement levels to activate the best academic development pathways for distinct student groups.
期刊介绍：
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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