农村青少年的教育期望和学术坚持:高自尊的保护作用
Feng Zhang1, Xiaodan Xu2, Wei Peng3
1Institute of Applied Psychology, Psychological Research and Counseling Center, Southwest Jiaotong University, Chengdu 610031, China.
Behavioral sciences (Basel, Switzerland)
|October 26, 2024
概括
农村青少年的教育期望对学业持久性有积极的影响,特别是当自尊心低时. 高自尊保护农村青年免受较低的期望对学术持久性的负面影响.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 农村青少年面临的社会经济障碍影响学术持久性.
- 教育期望与学习行为有关,但纵向数据很少.
- 自尊在这种关系中的调节作用,特别是对于有风险的年轻人来说,尚不清楚.
研究的目的:
- 纵向研究教育期望如何影响农村青少年的学业持久性.
- 调查自尊是否能缓和教育期望与学术力之间的联系.
- 了解教育期望如何影响农村青年学业坚持的条件.
主要方法:
- 纵向研究设计,采用六个月间隔的两个时间点收集的数据.
- 样本包括631名农村家庭登记的青少年 (T1时平均年龄为13.34岁).
- 统计分析的重点是教育期望和自尊之间的相互作用,预测学术持久性,控制基线持久性.
主要成果:
- 在教育期望和自尊之间发现了对学术持久性的显著相互作用效应.
- 较低的自尊心放大了教育期望对后续学术坚持的积极影响.
- 较高的自尊心缓冲农村青少年对教育期望较低对学术持久性的潜在负面影响.
结论:
- 自尊对于农村青少年来说起着保护性的作用,减轻了较低的教育期望对学术持久性的影响.
- 旨在提高教育期望较低的农村青少年的自尊心的干预措施可能会提高学术持久性.
- 调查结果强调了考虑期望和自尊的重要性,以支持农村青少年的学业成功.
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