探讨自我差异的传输机制,感知学术压力,基于发布成绩排名排名的方法
Shunxu Peng1,2, Feng Yi2
1College of Education for the Future, Beijing Normal University, Beijing, China.
PloS one
|October 9, 2025
概括
发布成绩排名方法通过创造自我差异,增加了青少年的学术压力. 这种影响对于特定的学生群体来说是显著的,并且通过学术情绪进行调解,为教育政策提供了洞察力.
科学领域:
- 教育心理学教育心理学
- 青少年心理健康 青少年心理健康
- 教育社会学教育的社会学
背景情况:
- 学业压力显著影响青少年的心理健康.
- 不同的成绩排名方法可以影响学生的心理压力水平.
- 了解这些影响对于教育政策至关重要,例如"双重减少"政策.
研究的目的:
- 检查发布成绩排名对学生在数学中感知到的学术压力的影响.
- 探索这种影响的机制和异质效应.
- 为"双重减少"政策提供实际见解.
主要方法:
- 采用了倾向得分匹配 (PSM) 和有序试验模型.
- 分析了F区39所学校的5405名八年级学生的数据.
- 该研究的重点是数学学术压力的感知.
主要成果:
- 成绩排名方法的差异通过自我差异增加了学术压力.
- 较高的自我差异与更大的学术压力相关.
- 学术压力对女性,农村,县和中等成绩学生的影响很大.
结论:
- 由成绩排名方法驱动的自我差异是学术压力的关键因素.
- 学术情绪调解了自我矛盾和学术压力之间的关系.
- 这些发现为优化教育政策和支持学生福祉提供了实际意义.
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