对中学生的人格建构与学校适应的相关分析

The Relations Between Personal Construction And School Adjustment in Adolescents

以乔治·凯利(George Kelley)的个人建构理论为基础，采用他发明的角色建构库测验，辅以学生学习适应性测验、压力应对测验并收集学生学习成绩，考察中学生人格建构复杂性与学校适应的关系，研究对象为从初一到高三的512名中学生。结果发现：(1) 中学生人格建构复杂性与学习成绩、学习适应性和压力应对存在显著相关。人格建构复杂性高的学生，学业成绩较好，适应学校生活的能力比较强；人格建构复杂性低的学生易采取“幻想”、“逃避”等消极压力应对方式。(2) 多元分析证明，在同时考虑到年级、性别、学习适应性和人格建构复杂性等因素时，人格建构复杂性对学习成绩的贡献大约为2.8%。(3) 中学生人格建构复杂性通过三种途径对学习成绩产生影响：其一，人格建构复杂性直接影响中学生的学习成绩；其二，以学习适应性为中介间接影响学习成绩；其三，以消极压力应对、学习适应性为中介变量，间接影响学习成绩。

After George Kelley proposed the personal construction theory， researchers have examined the developmental processes of personal construction in various areas. Research finding based on this theory in Western cultures have indicated that individual cognitive complexity may influence performance， academic achievement， conflict coping abilities. Nevertheless， most of the studies were conducted with adults. Little is known about how personal construction is associated with children’s school achievement and adjustment.The purpose of present study was to examine relations between adolescents’ personal construction and school adjustment. The participants were 512 students from grade 1 to grade 6 in high schools (253 in senior high school， 259 in junior high school， 257 boys， and 255 girls). The Role Construct Repertory Test developed by George Kelley， the Test of School Adjustment， and the Scale of Ways of Coping developed by Folkman and Lazarus were used in this study. Specifically， the students were asked to list names of persons they were familiar with including teachers， classmate， neighbors， parents and siblings. They were then asked to select three names and describe them in terms of similarities and differences， and to repeat this process for 20 times. The personal construction scores were created based on these descriptions about others and self.Results indicated that there were significant relations between adolescents’ personal construction complexity and school achievement， school adjustment and ways of coping stress. Students with higher scores on construction complexity tended to perform better in school and coping. After sex， grades， school adjustment and personal construction complexity were controlled， personal construction accounted for 2.8% of the variance in school achievement. Finally， personal construction contributed to school Achievement in multiple ways; personal construction complexity contributed to academic achievement directly， as well indirectly through the mediation of school adjustment and stress coping.