社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析

颜楚琦; 王澳伦; 张天成; 张福兰; 罗湘豫

doi:10.16835/j.cnki.1000-9817.2025196

社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析

doi: 10.16835/j.cnki.1000-9817.2025196

吉首大学体育科学学院, 湖南 416000

基金项目:

湖南省社会科学基金一般项目 24YBA308

湖南省教育厅科学研究重点项目 24A0381

吉首大学研究生校级科研课题 JGY24111

详细信息

作者简介:
颜楚琦(2001-), 男, 湖南湘西人, 在读硕士, 主要研究方向为青少年体质与健康促进

通讯作者:
张天成, E-mail: jdzhangtiancheng@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.2 G478
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- 被引次数: 0
出版历程
- 收稿日期: 2025-04-11
- 修回日期: 2025-05-31
- 网络出版日期: 2025-08-02
- 刊出日期: 2025-07-25

Effects of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and its subgroup effects

College of Sports Science, Jishou University, Jishou 416000, Hunan Province, China

摘要

摘要: 目的探讨社会支持与学校联结对青少年自我效能感发展轨迹的影响，并分析其群组效应，为增强青少年自我效能感提供依据。方法采用整群随机抽样法，于2023年10月(T1)、2024年4月(T2)、2024年10月(T3)选取湖南省湘西自治州4所中学930名在校初一学生进行3次追踪调查，使用自我效能感量表(GSES)、社会支持量表(SSS)、学校联结量表(SCS)进行问卷调查，运用潜变量增长混合模型(LGMM)分析青少年自我效能感的不同类别，采用多元Logistic回归分析青少年自我效能感发展轨迹与社会支持和学校联结的关联。结果青少年自我效能感发展轨迹分为3个类别，类别1为低效能-快速增长组(53名，6.6%)，类别2为中效能-平稳增长组(793名，84.1%)，类别3为高效能-快速下降组(84名，9.3%)。以低效能-快速增长组为参考，社会支持水平高的学生归为中效能-平稳增长组(OR=1.06，95%CI=1.03~1.08)和高效能-快速下降组(OR=1.06，95%CI=1.03~1.09)的概率大，学校联结水平高的学生归为高效能-快速下降组(OR=1.10，95%CI=1.03~1.18)的概率大(P值均 < 0.05)。以是否住宿分组，低效能-快速增长组自我效能感T1(t=2.10)与高效能-快速下降组社会支持(t=-2.15)均出现群组效应(P值均 < 0.05)；以是否独生子女分组，中效能-平稳增长组自我效能感T2(t=2.05)出现群组效应(P < 0.05)。结论青少年自我效能感发展轨迹具有群体异质性，住宿和独生子女在青少年自我效能感发展轨迹上存在群组效应。增强社会支持和学校联结有助于提高青少年自我效能感。
- 社会支持 /
- 学校联结 /
- 自我 /
- 精神卫生 /
- 回归分析 /
- 青少年
Abstract: Objective To explore the influence of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and analyze its subgroup effects, so as to provide a basis for enhancing adolescents' self-efficacy. Methods Using a cluster random sampling method, 930 first-year middle school students from four schools in Xiangxi Autonomous Prefecture, Hunan Province, were selected for three longitudinal surveys in October 2023 (T1), April 2024 (T2), and October 2024 (T3). The General Self-efficacy Scale (GSES), Social Support Scale (SSS), and School Connectedness Scale (SCS) were administered. Latent growth mixture modeling (LGMM) was used to identify different developmental trajectories of self-efficacy in early adolescence. Multivariate Logistic regression was employed to examine the associations of self-efficacy trajectories with social support and school connectedness in adolescents. Results The developmental trajectory of self-efficacy in adolescents was classified into three categories: category 1 was low efficacy-rapid growth group (53 students, 6.6%), category 2 was moderate efficacy-stable growth group (793 students, 84.1%), and category 3 was high efficacy-rapid decline group (84 students, 9.3%). Using the low efficacy-rapid growth group as the reference, students with higher social support were more likely to belong to the moderate efficacy-stable growth group (OR=1.06, 95%CI=1.03-1.08) and the high efficacy-rapid decline group (OR=1.06, 95%CI=1.03-1.09), students with higher school connectedness were more likely to belong to the high efficacy-rapid decline group (OR=1.10, 95%CI=1.03-1.18) (all P < 0.05). Subgroup analysis revealed significant effects for boarding status (low efficacy-rapid growth group at T1, t=2.10; high efficacy-rapid decline group in social support, t=-2.15) and only-child status (moderate efficacy-stable growth group at T2, t=2.05) (all P < 0.05). Conclusions The developmental trajectory of self-efficacy in adolescents exhibits group heterogeneity, with boarding status and only-child status showing subgroup effects. Enhancing social support and school connectedness can help improve self-efficacy in adolescents.
- Social support /
- School connections /
- Ego /
- Mental health /
- Regression analysis /
- Adolescent
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 3类别LGMM自我效能感增长轨迹

Figure 1. Growth trajectory of LGMM self-efficacy in three categories

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表 1 不同人口学特征青少年自我效能感、学校联结和社会支持水平比较(x ± s)

Table 1. Comparison of early adolescents' self-efficacy, school connectedness, and social support across different demographic characteristics(x ± s)

人口学指标	选项	人数	统计值	自我效能感			社会支持	学校联结
人口学指标	选项	人数	统计值	T1	T2	T3	社会支持	学校联结
性别	男	487		25.97±5.84	26.97±6.10	27.09±5.52	58.33±16.56	33.08±6.54
	女	443		24.60±5.96	25.20±5.11	25.82±5.40	58.60±15.62	32.28±5.88
			t值	3.55	4.81	3.54	-0.25	1.97
			P值	< 0.01	< 0.01	< 0.01	0.80	0.04
是否独生子女	是	187		25.75±6.00	26.74±5.60	27.27±5.40	58.50±16.75	33.01±6.20
	否	743		25.21±5.91	25.97±5.74	26.27±5.51	58.45±15.95	32.61±6.26
			t值	1.12	1.65	2.23	0.03	0.77
			P值	0.26	0.10	0.03	0.97	0.44
住宿情况	是	175		25.50±5.78	25.69±5.44	26.43±5.28	57.14±15.93	32.70±6.43
	否	755		25.28±5.97	26.22±5.77	26.49±5.55	58.77±16.14	32.69±6.20
			t值	0.44	-1.11	-0.13	-1.21	0.02
			P值	0.66	0.27	0.90	0.23	0.98

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表 2 不同潜在类别数量的LGMM各个拟合指标(n=930)

Table 2. Fit indices for LGMM models with different numbers of latent classes(n=930)

模型	K	AIC值	BIC值	aBIC值	Entropy值	P_LMR值	P_BLRT值	类别概率
1	8	17 113.84	17 152.52	17 127.11	—	—	—	1.00
2	11	17 081.67	17 134.85	17 099.92	0.89	< 0.01	< 0.01	0.05/0.95
3	14	17 026.88	17 094.57	17 050.11	0.87	< 0.01	< 0.01	0.06/0.09/0.84
4	17	17 010.16	17 092.36	17 038.37	0.86	< 0.01	< 0.01	0.04/0.06/0.07/0.81
5	20	16 975.00	17 071.71	17 008.19	0.76	0.03	0.03	0.03/0.05/0.06/0.41/0.42

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表 3 不同发展类别男女生自我效能感、学校联结及社会支持水平比较(x ± s)

Table 3. Comparison of self-efficacy, school connectedness, and social support levels between male and female students across different developmental classes(x ± s)

组别	性别	人数	统计值	自我效能感			学校联结	社会支持
组别	性别	人数	统计值	T1	T2	T3	学校联结	社会支持
低效能-快速增长	男	29		17.28±3.39	20.52±3.43	32.31±2.62	27.83±6.82	44.41±17.29
	女	24		17.54±2.34	23.21±3.12	33.13±2.74	27.63±7.51	40.25±16.72
			t值	-0.33	-2.96^*	-1.10	0.10	0.89
中效能-平稳增长	男	410		25.96±5.09	27.11±5.81	27.64±4.85	33.23±6.26	58.84±15.74
	女	383		24.22±5.18	24.98±5.00	25.87±5.03	32.30±5.55	59.22±14.63
			t值	4.76^**	5.52^**	5.04^**	2.21^*	-0.35
高效能-快速下降	男	48		31.33±6.60	29.69±7.10	19.19±4.76	35.00±7.33	62.42±19.03
	女	36		33.31±6.21	28.94±5.65	20.36±4.36	35.17±6.28	64.28±17.06
			t值	-1.39	0.52	-1.16	-0.11	-0.46
注：^P < 0.05，^*P < 0.01。

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