班级关系在歧视知觉对留守初中生亲社会行为影响之间的作用

全小山; 杨集梅; 柴洁余; 邱天龙; 孙霁

doi:10.16835/j.cnki.1000-9817.2024344

班级关系在歧视知觉对留守初中生亲社会行为影响之间的作用

doi: 10.16835/j.cnki.1000-9817.2024344

全小山^{1, 2},
杨集梅^1, ,,
柴洁余¹,
邱天龙¹,
孙霁^{1, 2}

1.
安顺学院教育科学学院，贵州 561000
2.
安顺学院特殊儿童发展与融合教育实验室

基金项目:

贵州省高校人文社会科学研究项目 2024RW281

安顺学院2024年度科研项目 asxykypt202401

安顺学院2023年教学项目 XJKCSZ042

详细信息

作者简介:
全小山(1986-)，女，贵州务川人，硕士，讲师，主要研究方向为心理健康及学校心理学

通讯作者:
杨集梅, E-mail: yjmxlx@126.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G478 C913.5
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- 文章访问数: 119
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- 被引次数: 0
出版历程
- 收稿日期: 2024-01-08
- 修回日期: 2024-09-12
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Role of class relationship in the influence of perceived discrimination on pro-social behavior of left-behind junior middle school students

QUAN Xiaoshan^{1, 2},
YANG Jimei^{1
, ,},
CHAI Jieyu¹,
QIU Tianlong¹,
SUN Ji^{1, 2}

1.
School of Education Science of Anshun University, Anshun (561000), Guizhou Province, China

摘要

摘要: 目的考察歧视知觉对留守初中生亲社会行为的纵向影响，并探讨师生关系和同学关系的纵向中介作用，旨在为提升留守初中生亲社会行为提供参考依据。方法采用歧视知觉问卷、师生关系问卷、同学关系问卷和亲社会行为问卷，在2021年11月中旬(T1)、2022年5月中旬(T2)2个时间点对整群随机抽取的贵州省2所中学930名留守初中生进行2次追踪调查，采用偏差校正的Bootstrap方法检验T2师生关系与T2同学关系在T1歧视知觉和T2亲社会行为之间的中介作用。结果留守初中生T1的歧视知觉、师生关系、同学关系以及亲社会行为得分分别为(1.98±0.94)(4.13±0.77)(3.54±0.91)(3.52±0.75)分；T2的师生关系、同学关系和亲社会行为得分分别为(3.98±0.83)(3.42±0.86)(3.48±0.72)分。控制性别、年龄和自评家庭经济状况后，T1歧视知觉负向预测T2亲社会行为(β =-0.07)；T1歧视知觉通过T2师生关系间接影响T2亲社会行为，中介效应值为-0.02(95%CI=-0.02~-0.01)；T1歧视知觉通过T2同学关系间接影响T2亲社会行为，中介效应值为-0.03(95%CI=-0.05~-0.02)(P值均 < 0.05)。结论歧视知觉不仅可直接减少留守初中生亲社会行为，还可通过降低师生关系和同学关系间接负面影响留守初中生亲社会行为。
- 人际关系 /
- 偏见 /
- 知觉 /
- 社会行为 /
- 精神卫生 /
- 学生
Abstract: Objective To examine the Longitudinal influence of perceived discrimination on pro-social behavior of left alone junior middle school students and to explore the longitudinal mediating role of teacher-student relationship and classmate relationship, so as to provide a reference for improving pro-social behavior of left-behind junior middle school students. Methods The Perceived Discrimination Questionnaire, Teacher-Student Relationship Questionnaire, Classmate Relationship Questionnaire and Prosocial Behavior Questionnaire were used to conduct two follow up surveys on 930 left-behind junior middle school students in Guizhou Province at two time points, in mid-November 2021(T1) and mid-May 2022(T2). Deviation corrected Bootstrap method was used to examine the mediating effect of T2 teacher-student relationship and T2 classmate relationship on the impact of T1 discrimination perception on T2 pro-social behavior. Results The perceptions of discrimination, teacher-student relationship, classmate relationship, and pro-social behavior scores of the left-behind junior high school students were (1.98±0.94) (4.13±0.77) (3.54±0.91) (3.52±0.75) for T1, and (3.98±0.83)(3.42±0.86)(3.48±0.72) for teacher-student relationship, classmate relationships and pro-social behavior scrores of T2. After controlling for gender, age and self-assessment of family economic status, T1 perceived discrimination negatively predicted T2 pro-social behavior (β=-0.07); and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 teacher-student relationship, and mediated effect value was -0.02(95%CI=-0.02 to -0.01); and T1 perceived discrimination indirectly influenced T2 pro-social behavior through T2 classmate relationship, mediated effect was -0.03(95%CI=-0.05 to -0.02)(P < 0.05). Conclusions Perceived discrimination not only directly reduces pro-social behavior of left-behind junior middle school students, but also indirectly and negatively affects pro-social behavior of left alone junior middle school students by reducing teacher-student relationship and classmate relationship.
- Interpresonal relations /
- Ageism /
- Perception /
- Social behavior /
- Mental health /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 留守初中生歧视知觉、师生关系、同学关系及亲社会行为的相关性分析(r值，n=930)

Table 1. Correlation analysis of perceived discrimination, teacher-student relationship, classmate relationship, and pro-social behavior among left-behind junior middle school students(r, n=930)

变量	性别	自评家庭经济状况	年龄	T1歧视知觉	T1师生关系	T1同学关系	T1亲社会行为	T2师生关系	T2同学关系
T1歧视知觉	0.04	0.05	-0.06^*
T1师生关系	0.02	-0.02	0.12^**	-0.24^**
T1同学关系	-0.05	0.01	0.05	-0.30^**	0.38^**
T1亲社会行为	-0.06	-0.01	0.06	-0.09^**	0.29^**	0.31^**
T2师生关系	0.06	0.01	0.08^*	-0.19^**	0.48^**	0.28^**	0.14^**
T2同学关系	-0.09^**	-0.01	-0.01	-0.28^**	0.26^**	0.42^**	0.20^**	0.41^**
T2亲社会行为	-0.10^**	0.05	0.04	-0.05	0.23^**	0.24^**	0.52^**	0.29^**	0.39^**
注：性别为虚拟变量, 男=1, 女=0; 家庭经济状况为自评，5点计分，分数越高自评家庭经济状况越好; ^* P < 0.05, ^** P < 0.01。

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表 2 留守初中生师生关系和同学关系在歧视知觉对亲社会行为影响间中介作用的多元线性回归分析(n=930)

Table 2. Multiple linear regression analysis of the mediating role of teacher-student and classmate relationship(n=930)

结果变量	预测变量	R值	R²值	F值	β值	t值
T2亲社会	T1亲社会行为	0.53	0.28	72.13^**	0.52	18.41^**
	T1歧视知觉				-0.07	-2.54^*
T2师生关系	T1师生关系	0.50	0.25	59.90^**	0.46	15.62^**
	T1歧视知觉				-0.09	-3.25^**
T2同学关系	T1同学关系	0.46	0.21	48.62^**	0.37	12.14^**
	T1歧视知觉				-0.16	-5.24^**
T2亲社会行为	T1亲社会行为	0.61	0.37	78.21^**	0.45	16.58^**
	T1师生关系				0.02	0.54
	T1同学关系				0.04	1.51
	T2师生关系				0.13	4.52^**
	T2同学关系				0.22	8.23^**
	T1歧视知觉				0.01	0.40
注：^* P < 0.05，^**P < 0.01。

下载: 导出CSV

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