[1]陈陈.课堂目标结构对小学生学业发展与心理健康的影响——成就目标中介作用在横向和纵向研究中的一致性[J].南京师大学报(社会科学版),2023,(03):063-77.
　CHEN Chen.Impact of Classroom Goal Structure on Elementary School Students Academic Outcomes and Mental Health: The Mediation of Achievement Goals from Cross sectional and Longitudinal Samples[J].Journal of Nanjing Normal University (Social Science Edition),2023,(03):063-77.
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课堂目标结构对小学生学业发展与心理健康的影响——成就目标中介作用在横向和纵向研究中的一致性
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2023年03期
页码:
063-77
栏目:
心理学研究
出版日期:
2023-06-25

文章信息/Info

Title:
Impact of Classroom Goal Structure on Elementary School Students Academic Outcomes and Mental Health: The Mediation of Achievement Goals from Cross sectional and Longitudinal Samples
作者:
陈陈
Author(s):
CHEN Chen
关键词:
课堂目标结构; 成就目标; 学业发展; 心理健康; 中介作用
Keywords:
classroom goal structure;  achievement goals;  academic outcomes;  mental health;  mediation
摘要:
学业发展与心理健康是衡量学生积极发展的重要指标，作为班级整体性动机环境的课堂目标结构与学生个体的成就目标是影响其学业发展和心理健康的重要因素。本研究旨在探究小学高年级学生个体的成就目标在课堂目标结构对其学业发展和心理健康关系间所发挥的中介作用，以及这一中介作用在横向和纵向研究中的稳健性。横向研究调查了470名小学四、五、六年级的学生，纵向研究对横向研究样本中的172名小学四年级学生进行了为期7个月的追踪调查。结果表明：（1）横向和纵向研究一致发现，掌握型课堂目标结构通过学生个体的掌握趋向目标，进而提升其学业自我效能感。（2）横向和纵向研究也分别揭示了成就目标所发挥的不同的中介作用。横向样本中，成就目标的中介作用主要体现在课堂目标结构对学生学业成绩的影响上；纵向样本中，成就目标的中介作用主要体现在课堂目标结构对学生心理健康的影响上。（3）无论是提升小学生的学业自我效能、增强主观活力、促进积极学校情感，还是弱化消极学校情感，掌握型课堂目标结构及其所激发的个体掌握趋向目标，对于小学生的健康发展至关重要。
Abstract:
Academic development and mental health are two indicators for students positive development. As a whole motivational circumstance, classroom goal structure as well as achievement goals are two key factors influencing students academic outcomes and wellbeing. The current research aimed to examine how robustly the above two factors work together in predicting Chinese elementary school students health development, particularly the mediation of achievement goals across cross-sectional and longitudinal samples. Two studies were conducted, in which, Study 1 investigated 470 students from the fourth, fifth, and sixth grades as a cross-sectional sample and Study 2 focused on 172 fourth graders with a seven-month interval as a longitudinal sample. The results showed that:(1) robustly, mastery classroom goal structure was found to promote students mastery-approach goals, which, in turn, enhanced their academic self-efficacy in both the cross-sectional and longitudinal samples. (2) The mediation of achievement goals was found different between the cross-sectional and longitudinal samples. Specifically, achievement goals functioned as a mediator in the associations between classroom goal structure and students academic achievement in the cross-sectional sample, and as a mediator in the associations between classroom goal structure and students mental health(i.e ., vitality and positive school affect) in the longitudinal sample. (3) Mastery classroom goal structure and mastery-approach goals were vital for enhancing elementary school students academic self-efficacy, facilitating their vitality, increasing their positive school affect, and decreasing their negative school affect.

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备注/Memo

备注/Memo:
陈陈，心理学博士，南京师范大学心理学院教授、博士生导师,教育部人文社会科学重点研究基地南京师范大学道德教育研究所研究员（南京210097）。本文是江苏省社会科学基金项目“处境不利青少年学业发展和心理健康的补偿及干预机制研究”（21JYB017）和全国教育科学规划项目“教育过程公平感知对流动与城市中小学生积极发展的影响机制与干预研究”（BBA220193）的阶段性成果。
更新日期/Last Update: 2023-06-25