青少年自尊和一般学业自我概念的发展:感知的课堂氛围会产生影响

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Vsevolod Scherrer, P. Hank, F. Preckel
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引用次数: 3

摘要

我们调查了青少年自尊、学业自我概念、学习动机和学习动机的等级顺序连续性和平均水平变化,以及社会自我概念,并测试了个体内变化的个体间差异是否可以用课堂气氛的四个维度来解释(即教师对学生的关注、学习社区、与社会或成就问题相关的压力以及课堂上的竞争和干扰)。在个人和课堂层面调查了课堂气氛维度的影响。这项研究包括来自98个班的2722名学生,他们参加了从5年级到8年级的四次浪潮。自尊、学业自我概念和社会自我概念的等级顺序连续性是显著的。多水平回归显示,在所研究的所有结构中,平均水平都发生了显著的非线性变化,表明最初的下降随着时间的推移而变小。在自尊和社会自我概念方面,这一趋势从最初的下降转变为上升。多水平回归显示,在所有结构中,随着时间的推移,个体间的变化存在显著差异。在个人层面上,所有课堂气氛维度都能显著预测学术自我概念的变化。教师对学生的关注以及与个人层面的社会或成就问题相关的压力预测了自尊的变化。任何课堂气氛维度都无法预测社会自我概念的变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development of adolescents’ self-esteem and general academic self-concept: perceived classroom climate makes a difference
We investigated rank-order continuity and mean-level change in adolescents’ self-esteem, academic self-concept, and social self-concept and tested whether interindividual differences in intraindividual change could be explained by four dimensions of classroom climate (i.e., teachers’ focus on students, learning community, pressure related to social or achievement issues, and rivalry and disruptions in class). The effects of classroom climate dimensions were investigated at the individual and classroom levels. The study comprised 2722 students from 98 classes who participated in four waves from grades 5 to 8. Rank-order continuities of self-esteem, academic self-concept, and social self-concept were substantial. Multilevel regressions revealed a significant nonlinear mean-level change in all constructs under investigation, indicating an initial decrease that became smaller over time. In self-esteem and social self-concept, the trend shifted from an initial decrease to an increase. Multilevel regressions revealed significant interindividual differences in the changes over time in all constructs. Change in academic self-concept was significantly predicted by all classroom climate dimensions on the individual level. Change in self-esteem was predicted by teachers’ focus on students and pressure related to social or achievement issues on the individual level. Change in social self-concept was not predicted by any classroom climate dimension.
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来源期刊
European Journal of Personality
European Journal of Personality PSYCHOLOGY, SOCIAL-
CiteScore
11.90
自引率
8.50%
发文量
48
期刊介绍: It is intended that the journal reflects all areas of current personality psychology. The Journal emphasizes (1) human individuality as manifested in cognitive processes, emotional and motivational functioning, and their physiological and genetic underpinnings, and personal ways of interacting with the environment, (2) individual differences in personality structure and dynamics, (3) studies of intelligence and interindividual differences in cognitive functioning, and (4) development of personality differences as revealed by cross-sectional and longitudinal studies.
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