{"title":"学生对学校氛围的感知对社会情绪和学业适应的影响:中美青少年的比较","authors":"Yueming Jia, Niobe Way, Guangming Ling, Hirokazu Yoshikawa, Xinyin Chen, Diane Hughes, Xiaoyan Ke, Zuhong Lu","doi":"10.1111/j.1467-8624.2009.01348.x","DOIUrl":null,"url":null,"abstract":"<p>This study explored students’ perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (<i>M</i> = 12.26) from Nanjing, China, and 709 middle school students (<i>M </i>= 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students’ perceptions of teacher support and student–student support were positively associated with adolescents’ self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"80 5","pages":"1514-1530"},"PeriodicalIF":3.9000,"publicationDate":"2009-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1467-8624.2009.01348.x","citationCount":"297","resultStr":"{\"title\":\"The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents\",\"authors\":\"Yueming Jia, Niobe Way, Guangming Ling, Hirokazu Yoshikawa, Xinyin Chen, Diane Hughes, Xiaoyan Ke, Zuhong Lu\",\"doi\":\"10.1111/j.1467-8624.2009.01348.x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This study explored students’ perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (<i>M</i> = 12.26) from Nanjing, China, and 709 middle school students (<i>M </i>= 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students’ perceptions of teacher support and student–student support were positively associated with adolescents’ self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.</p>\",\"PeriodicalId\":10109,\"journal\":{\"name\":\"Child development\",\"volume\":\"80 5\",\"pages\":\"1514-1530\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2009-09-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1111/j.1467-8624.2009.01348.x\",\"citationCount\":\"297\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01348.x\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01348.x","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment: A Comparison of Chinese and American Adolescents
This study explored students’ perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students (M = 12.26) from Nanjing, China, and 709 middle school students (M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students’ perceptions of teacher support and student–student support were positively associated with adolescents’ self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents.
期刊介绍：
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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