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中国中学生留下的累积风险和学术调整:增长思维的缓解效应
Yining Wang1,2, Wen Liu1, Ye Liang1
1College of Psychology, Liaoning Normal University, Dalian, China.
概括
父母移民给留下的孩子带来累积风险,对学业调整产生负面影响. 然而,成长思维可以缓冲这些影响,保护中学生的学业成果.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 留下的孩子,一个显著的弱势群体,由于父母的移民,面临学术上的挑战.
- 由于移民而导致的父母缺席引入了影响儿童发展的累积风险因素.
- 了解这些风险和个人心理因素之间的相互作用对于学术支持至关重要.
研究的目的:
- 调查父母移民累积风险与中学生学术调整之间的关系.
- 检查成长思维作为学术调整的保护因素的作用.
- 探索成长思维是否缓和了留在后面的累积风险和学术调整之间的关联.
主要方法:
- 一项涉及1184名落后的中学生 (年龄12-16岁) 的定量研究.
- 包括回归在内的统计分析被用来评估累积风险和增长思维方式的影响.
- 进行了适度分析,以确定增长思维方式的互动效应.
主要成果:
- 与父母移民相关的累积风险与学术调整负相关 (β = -.199,p < .001).
- 成长思维方式对学术调整有显著的保护作用 (β = .386,p < .001).
- 增长思维调节了累积风险对学术调整的负面影响 (β = .394, p < .001, ΔR2 = .012).
结论:
- 由于父母移民而产生的家庭风险因素累积损害了留下的孩子的学术适应能力.
- 增长思维作为一个关键的个人保护因素,减轻父母移民对学术调整的不利影响.
- 促进成长思维的干预措施可能会增强落后儿童的学术性.
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