初中生班级环境与学业压力的关系-北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析,ERICDATA高等教育知識庫
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篇名
初中生班级环境与学业压力的关系-北京市重点、普通及打工子弟三类初中校的多群组结构方程模型分析
並列篇名
The Relationship between Class Environment and Academic Stress among Three Middle Schools: A Multi-Group SEM Analysis of Key, Regular and Migrant Schools in Beijing
作者 李蓓蕾鄧林園陳玨君倪虹
英文摘要
The study explored the relationship between class environment and academic stress among 697 students in three middle schools of Beijing, adopting ClassMaps Survey and Academic Stress Scale of Middle School Students. The results showed that: (1) boys were signiicantly higher than girls, and eighth graders were signiicantly higher than seventh and ninth graders on academic stress. Ninth graders had significantly better class environment than the other two graders; (2) the key school was significantly better than regular and migrant schools and the regular school was significantly better than migrant school on clas s environment. The most signiicant difference among them wason sel—eficacy; (3) general academic stres s of the regular and migrant school s wa s signiicantly higher than that of the key school. The migrant school had a signiicantly higher level of academic stres s from teacher s and social relation s than the regular school ; and (4) the path modes s of clas s environment and academic stres s were structurally similar amongthethreekinds of schods. The contribution of academic ^el--determination to cla^s environment was the largest while peer' friendship was the smallest among all cla^s environment factors. The cla^s environment had a similar signiticantly negative impact on academic stress in all three schools. In order to address the problem, we should pay attention to classroom environment, especially for those disadvantaged children, and actively make interventions and encourage students' ^el--regulated learning to reduce their academic stress and improve their mental health.
起訖頁 057-068
關鍵詞 班级环境学业压力学校类型初中生class environmentacademic stressschool typesmiddle school students
刊名 教育學報  
期數 201706 (13:3期)
出版單位 北京師範大學
DOI 10.14082/j.cnki.1673-1298.2017.03.007  複製DOI
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