初一学生学习适应性对学业成绩的调节作用：基于多水平分析的研究

The moderation effects of academic adaptation on academic achievement of grade one middle school students: a multilevel moderation model

本研究对大连市23615 名初一学生进行了学习适应性调查、基本能力测验和学科期末测验，然 后采用逐步建立多层线性模型的方法，探索了学习适应性对不同学科学业成绩的调节作用。研究结果显示： 学习适应性对学业成绩具有直接影响和调节作用。在控制了学生性别等基本变量后，学习适应性对学业成绩 有显著的正向预测作用，并且，学习适应能够调节性别与学业成绩、基本能力与学业成绩的关系，学习适应 水平越高，不同性别学生学业成绩的差异越小，基本能力对学业成绩的预测作用相对减弱。

In this study， 23615 grade one middle school students completed questionnaire measures of academic adaptation， basic ability tests， and final achievement tests. Based on hierarchical linear model， this study explored the moderation effects of academic adaptation on academic achievement of different courses. The results indicated that: the academic adaptation had direct effect and moderation effect on academic achievement. After controlling for basic factors (e.g. gender， and so on)， academic adaptation significantly contributed to academic achievement. Moreover， academic adaptation moderated the relationship between gender and academic achievement， basic ability and academic achievement. With high academic adaptation， the differences of academic achievement between different genders became smaller， and the positive association between basic ability and academic achievement became weaker.