常保瑞 張家立
[? ?摘 要? ?] 為探討童年社會(huì)經(jīng)濟(jì)地位對(duì)中職生學(xué)業(yè)投入的影響,及其心理需要滿(mǎn)足的中介作用和成長(zhǎng)型思維的調(diào)節(jié)作用,采用童年社會(huì)經(jīng)濟(jì)地位量表、學(xué)業(yè)投入量表、心理需要滿(mǎn)足量表和成長(zhǎng)型思維量表對(duì)900名中等職業(yè)技術(shù)學(xué)校學(xué)生進(jìn)行問(wèn)卷調(diào)查。結(jié)果顯示:童年社會(huì)經(jīng)濟(jì)地位正向預(yù)測(cè)學(xué)業(yè)投入;心理需要滿(mǎn)足在童年社會(huì)經(jīng)濟(jì)地位與學(xué)業(yè)投入間起部分中介作用;成長(zhǎng)型思維調(diào)節(jié)了童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的影響。研究結(jié)果為制定提升中職生學(xué)業(yè)投入的干預(yù)措施提供了理論支持。
[? ?關(guān)鍵詞? ?] 童年社會(huì)經(jīng)濟(jì)地位;學(xué)業(yè)投入;心理需要滿(mǎn)足;成長(zhǎng)型思維
[? ?中圖分類(lèi)號(hào)? ? ]? G442;[? ? 文獻(xiàn)標(biāo)志碼? ?] A
一、問(wèn)題提出
發(fā)展中職教育是普及高中階段教育和建設(shè)中國(guó)特色現(xiàn)代職業(yè)教育體系的重要基礎(chǔ)。然而,相當(dāng)一部分中職生學(xué)業(yè)積極情緒不夠高[1]78,學(xué)習(xí)動(dòng)力不足、厭學(xué)輟學(xué)等學(xué)業(yè)不投入現(xiàn)象較為嚴(yán)重。[2]899[3]464[4]119學(xué)業(yè)投入是個(gè)體對(duì)學(xué)習(xí)的一種持續(xù)、積極而又飽滿(mǎn)的認(rèn)知和情感狀態(tài)。[5]131[6]2938學(xué)業(yè)投入與學(xué)業(yè)成就密切相關(guān),并把學(xué)生學(xué)業(yè)投入作為衡量學(xué)校學(xué)習(xí)氛圍和教學(xué)質(zhì)量的指標(biāo)。[7]21[8]21在“鞏固中等職業(yè)教育的基礎(chǔ)性地位,堅(jiān)持職普比例大體相當(dāng)”政策背景下,提高中職生學(xué)業(yè)投入,進(jìn)而提升中等職業(yè)教育的培養(yǎng)質(zhì)量已成為一項(xiàng)重要課題。
家庭是學(xué)生心理發(fā)展的第一場(chǎng)所,也是個(gè)體發(fā)展的主要社會(huì)背景。[9]371作為重要的家庭社會(huì)背景,社會(huì)經(jīng)濟(jì)地位對(duì)個(gè)體學(xué)業(yè)發(fā)展的影響一直是學(xué)界和社會(huì)關(guān)注的熱點(diǎn)問(wèn)題。[10]49童年環(huán)境是個(gè)體終身發(fā)展的基礎(chǔ)[11]241,然而少有研究關(guān)注童年社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)投入的關(guān)系。本研究擬從發(fā)展的視角探討童年社會(huì)經(jīng)濟(jì)地位對(duì)中職生學(xué)業(yè)投入的影響。鑒于社會(huì)經(jīng)濟(jì)地位對(duì)個(gè)體的影響存在中介和調(diào)節(jié)兩種模式[12]10,本研究還將探討心理需要滿(mǎn)足和成長(zhǎng)型思維在童年社會(huì)經(jīng)濟(jì)地位與學(xué)業(yè)投入間的中介作用和調(diào)節(jié)作用,以此來(lái)深入理解童年社會(huì)經(jīng)濟(jì)地位影響學(xué)業(yè)投入的機(jī)制,為制定提升中職生學(xué)業(yè)投入的干預(yù)措施提供理論支持。
二、理論基礎(chǔ)與研究假設(shè)
(一)童年社會(huì)經(jīng)濟(jì)地位與學(xué)業(yè)投入
從進(jìn)化心理學(xué)的生命史理論視角來(lái)看,童年社會(huì)經(jīng)濟(jì)地位較高的個(gè)體擁有長(zhǎng)期考慮的心理品質(zhì)和慢生命史策略[13]838,有助于個(gè)體通過(guò)有效的期待、規(guī)劃和執(zhí)行從而在不同階段實(shí)現(xiàn)相應(yīng)的成就,在學(xué)校即能通過(guò)學(xué)業(yè)投入獲得較高的學(xué)業(yè)成就。[14]73相關(guān)研究表明,中學(xué)生家庭社會(huì)經(jīng)濟(jì)地位與學(xué)習(xí)投入呈顯著正相關(guān)關(guān)系。[15]610縱向研究發(fā)現(xiàn),兒童時(shí)期的家庭社會(huì)經(jīng)濟(jì)地位正向預(yù)測(cè)個(gè)體的教育成就[16]277;在4~11歲之間,除8~9歲外,所有年齡段的社會(huì)經(jīng)濟(jì)地位都與中學(xué)學(xué)業(yè)成績(jī)呈正相關(guān)關(guān)系,且低社會(huì)經(jīng)濟(jì)地位的持續(xù)時(shí)間越長(zhǎng),中學(xué)時(shí)學(xué)業(yè)成績(jī)?cè)讲?。[17]838貧困是低社會(huì)經(jīng)濟(jì)地位的一個(gè)重要特征,認(rèn)知神經(jīng)科學(xué)領(lǐng)域的最新研究結(jié)果表明,貧困壓力通過(guò)影響與執(zhí)行功能相關(guān)的前額葉的結(jié)構(gòu)(較小的灰質(zhì)體積)和功能(貧困個(gè)體需要使用額外的補(bǔ)償資源來(lái)監(jiān)測(cè)和抑制對(duì)干擾物的反應(yīng))限制了個(gè)體的學(xué)業(yè)發(fā)展。[18]1183元分析的結(jié)果也表明,家庭社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)成就之間存在中等到強(qiáng)相關(guān)關(guān)系。[10]49綜上,提出本研究假設(shè)1:童年社會(huì)經(jīng)濟(jì)地位正向預(yù)測(cè)學(xué)業(yè)投入。
(二)心理需要滿(mǎn)足的中介作用
自我決定理論是關(guān)于社會(huì)環(huán)境對(duì)人類(lèi)動(dòng)機(jī)、情感和行為影響的宏觀理論,其基本心理需要子理論認(rèn)為,人有勝任、關(guān)系和自主三種基本心理需要,心理需要的滿(mǎn)足能夠促進(jìn)最佳的身體、心理和社會(huì)功能。[19]54從自我決定理論視角來(lái)看,社會(huì)環(huán)境影響心理需要滿(mǎn)足,進(jìn)而影響個(gè)體的認(rèn)知和行為。[20]77Gitmez認(rèn)為,社會(huì)經(jīng)濟(jì)地位是決定心理需要滿(mǎn)足的重要環(huán)境因素。相關(guān)研究表明,社會(huì)經(jīng)濟(jì)地位和心理需要滿(mǎn)足呈顯著正相關(guān)關(guān)系。[21]17日常生活中,低社會(huì)經(jīng)濟(jì)地位個(gè)體會(huì)面臨更多的經(jīng)濟(jì)威脅[22]31,有實(shí)驗(yàn)研究通過(guò)材料啟動(dòng)經(jīng)濟(jì)威脅,發(fā)現(xiàn)感知到的經(jīng)濟(jì)威脅會(huì)降低個(gè)體的心理需要滿(mǎn)足。[23]94蓋洛普世界民意調(diào)查(Gallup World Poll)的數(shù)據(jù)也表明,家庭收入與心理需要滿(mǎn)足呈正相關(guān)關(guān)系。[24]52可以推測(cè),童年社會(huì)經(jīng)濟(jì)地位正向預(yù)測(cè)個(gè)體的心理需要滿(mǎn)足。
心理需要滿(mǎn)足是與學(xué)業(yè)投入高度相關(guān)的重要前因變量。[25]149Sulea等認(rèn)為在解釋學(xué)業(yè)投入方面,學(xué)生的心理需要滿(mǎn)足比人格更重要。[26]132諸多相關(guān)研究表明,心理需要滿(mǎn)足與學(xué)業(yè)投入呈顯著正相關(guān)關(guān)系。[27]1290[28]497縱向研究也發(fā)現(xiàn),中學(xué)生心理需要滿(mǎn)足正向預(yù)測(cè)了學(xué)業(yè)積極性和學(xué)業(yè)成就。[29]1175[30]101370干預(yù)研究的結(jié)果表明,通過(guò)改善教師教學(xué)風(fēng)格進(jìn)而提高學(xué)生心理需要滿(mǎn)足后,學(xué)生的學(xué)業(yè)投入水平得到顯著提高。[31]242在質(zhì)性研究中也有類(lèi)似的發(fā)現(xiàn),對(duì)于英國(guó)替代性學(xué)校(Alternative provision secondary school)的學(xué)生來(lái)說(shuō),心理需要的滿(mǎn)足促進(jìn)了學(xué)業(yè)投入。[32]169基于此,提出本研究假設(shè)2:心理需要滿(mǎn)足在童年社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)投入關(guān)系間起中介作用。
(三)成長(zhǎng)型思維的調(diào)節(jié)作用
有縱向研究發(fā)現(xiàn),盡管家庭社會(huì)經(jīng)濟(jì)地位顯著預(yù)測(cè)學(xué)生成績(jī),但低家庭社會(huì)經(jīng)濟(jì)地位學(xué)生間成績(jī)有更大變異。[33]79也有學(xué)者發(fā)現(xiàn),中學(xué)生家庭社會(huì)經(jīng)濟(jì)地位與學(xué)業(yè)成績(jī)相關(guān)并不顯著。[34]700可見(jiàn),低社會(huì)經(jīng)濟(jì)地位并不必然導(dǎo)致低學(xué)業(yè)投入,有必要從調(diào)節(jié)模式探討童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的影響。
思維模式理論認(rèn)為,對(duì)個(gè)人屬性(如智力、人格)的可塑性信念影響個(gè)體的心理和行為傾向;高成長(zhǎng)型思維個(gè)體相信人的智力和能力可以改變,更有可能在面對(duì)困難時(shí)茁壯成長(zhǎng)并繼續(xù)提高。[35]481Yeager等的三項(xiàng)雙盲實(shí)驗(yàn)結(jié)果表明,經(jīng)歷成長(zhǎng)型思維干預(yù)后,經(jīng)濟(jì)弱勢(shì)背景學(xué)生學(xué)業(yè)成績(jī)的提升顯著高于非經(jīng)濟(jì)弱勢(shì)背景的學(xué)生。[36]3341智利的一項(xiàng)全國(guó)性調(diào)研則發(fā)現(xiàn),家庭經(jīng)濟(jì)社會(huì)地位較低但具有高成長(zhǎng)型思維傾向的學(xué)生,在學(xué)業(yè)成績(jī)表現(xiàn)上會(huì)明顯優(yōu)于家庭經(jīng)濟(jì)社會(huì)地位較高但具有低成長(zhǎng)型思維傾向的學(xué)生。[37]8664成長(zhǎng)型思維干預(yù)對(duì)學(xué)業(yè)成就影響的元分析結(jié)果也表明,成長(zhǎng)型思維干預(yù)并沒(méi)有改善高家庭社會(huì)經(jīng)濟(jì)地位學(xué)生的學(xué)業(yè)成績(jī);然而,對(duì)于低家庭社會(huì)經(jīng)濟(jì)地位的學(xué)生,接受成長(zhǎng)型思維干預(yù)后,學(xué)業(yè)成績(jī)顯著高于對(duì)照組。[38]549因此,提出本研究假設(shè)3:成長(zhǎng)型思維在童年社會(huì)經(jīng)濟(jì)地位與學(xué)業(yè)投入關(guān)系中起調(diào)節(jié)作用。
綜上,本研究擬探討心理需要滿(mǎn)足在童年社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)投入間的中介作用,以及成長(zhǎng)型思維在上述中介模型中的調(diào)節(jié)作用(假設(shè)模型見(jiàn)圖1),以期為提高中職生學(xué)業(yè)投入的干預(yù)實(shí)踐提供理論依據(jù)。
三、對(duì)象與方法
(一)研究對(duì)象
選取廣東和廣西四所中等職業(yè)技術(shù)學(xué)校學(xué)生1 146名,收集有效問(wèn)卷900份;其中男生525人(58.3%),女生375人(41.7%);城鎮(zhèn)132人(14.7%),農(nóng)村768人(85.3%);漢族614人(68.2%),少數(shù)民族286人(31.8%)。平均年齡15.93歲(SD = 0.95)。
(二)研究工具
1.童年社會(huì)經(jīng)濟(jì)地位量表
采用Griskevicius等編制的生命史理論領(lǐng)域的童年社會(huì)經(jīng)濟(jì)地位量表[11]241,該量表共4個(gè)條目(如“童年時(shí)家庭有足夠多的錢(qián)來(lái)滿(mǎn)足各種需求”)。采用7點(diǎn)計(jì)分方式,評(píng)分從1(完全不同意)到7(完全同意),分?jǐn)?shù)越高,表明個(gè)體童年社會(huì)經(jīng)濟(jì)地位越高。本研究中該量表的克隆巴赫α系數(shù)為0.89。
2.成長(zhǎng)型思維量表
采用由Dweck編制[39]24,Chen等修訂的成長(zhǎng)型思維量表(Growth Mindset Scale,GMS)中文版[40]1,該量表共18個(gè)條目(如“我愿意不斷接受挑戰(zhàn)來(lái)提升自己”)。采用5點(diǎn)計(jì)分方式,評(píng)分從1(完全不同意)到5(完全同意),分?jǐn)?shù)越高,表明個(gè)體成長(zhǎng)型思維得分就越高。本研究中該量表的克隆巴赫α系數(shù)為 0.85。
3.學(xué)業(yè)投入量表
采用方來(lái)壇等修訂的學(xué)習(xí)投入量表(Utrecht Work Engagement Scale-Student)中文版[41]618,該量表共17個(gè)條目(如“我能充滿(mǎn)活力連續(xù)學(xué)習(xí)很長(zhǎng)時(shí)間”)。采用5點(diǎn)計(jì)分方式,評(píng)分從1(完全不同意)到5(完全同意),分?jǐn)?shù)越高,表明個(gè)體學(xué)業(yè)投入程度就越高。本研究中該量表克隆巴赫α系數(shù)為0.96。
4.心理需要滿(mǎn)足量表
采用劉俊升等修訂的基本心理需要量表(Basic Psychological Needs Scales,BPNS)中文版[42]791,該量表共19個(gè)條目(如“在日常生活中與我交往的人常常會(huì)考慮我的感受”)。采用7點(diǎn)計(jì)分方式,評(píng)分從1(完全不同意)到7(完全同意),分?jǐn)?shù)越高,表明個(gè)體心理需要滿(mǎn)足的程度就越高。本研究中該量表克隆巴赫α系數(shù)為0.82。
5.統(tǒng)計(jì)處理
使用SPSS26.0軟件和Hayes開(kāi)發(fā)的PROCESS3.3宏程序進(jìn)行數(shù)據(jù)分析,選擇Hayes提供的76個(gè)典型模型中模型5進(jìn)行分析。
四、結(jié)果
(一)共同方法偏差檢驗(yàn)
本研究采用問(wèn)卷法收集數(shù)據(jù),可能會(huì)受到共同方法偏差影響。為盡可能減少該類(lèi)偏差,在研究設(shè)計(jì)與數(shù)據(jù)收集過(guò)程中強(qiáng)調(diào)問(wèn)卷匿名性、部分題目反向計(jì)分、使用信效度較高的量表等措施進(jìn)行事前程序控制?;厥諗?shù)據(jù)后,采用單因子Harman單因素檢驗(yàn)法。結(jié)果表明,未旋轉(zhuǎn)得到8個(gè)因子特征根大于1,第一個(gè)因子解釋變異量為31.87%,小于40%,表明本研究不存在嚴(yán)重共同方法偏差。
(二)描述性統(tǒng)計(jì)與相關(guān)分析
描述及相關(guān)分析結(jié)果表明(表1):童年社會(huì)經(jīng)濟(jì)地位與心理需要滿(mǎn)足及學(xué)業(yè)投入均顯著正相關(guān),心理需要滿(mǎn)足與學(xué)業(yè)投入顯著正相關(guān)。
(三)心理需要滿(mǎn)足的中介作用和成長(zhǎng)型思維的調(diào)節(jié)作用
采用Process宏中的Model 5(假設(shè)直接路徑受到調(diào)節(jié))進(jìn)行效應(yīng)分析。以童年社會(huì)經(jīng)濟(jì)地位為自變量,心理需要滿(mǎn)足為中介變量,學(xué)業(yè)投入為因變量,將成長(zhǎng)型思維放入模型后,結(jié)果表明(表2),童年社會(huì)經(jīng)濟(jì)地位可以顯著正向預(yù)測(cè)學(xué)業(yè)投入(β = 0.36,t = 12.83,P < 0.001)和心理需要滿(mǎn)足(β = 0.23,t = 7.15,P < 0.001),心理需要滿(mǎn)足顯著正向預(yù)測(cè)學(xué)習(xí)投入(β = 0.33,t = 11.15,P < 0.001)。童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的直接效應(yīng)以及心理需要滿(mǎn)足的中介效應(yīng)的bootstrap95%置信區(qū)間中皆不包括0在內(nèi)(見(jiàn)表3),其中直接效應(yīng)(0.30)占總效應(yīng)(0.40)的75%,中介效應(yīng)(0.10)占總效應(yīng)的25%。說(shuō)明童年社會(huì)經(jīng)濟(jì)地位不僅對(duì)學(xué)業(yè)投入有直接預(yù)測(cè)作用,且能通過(guò)心理需要滿(mǎn)足間接預(yù)測(cè)學(xué)業(yè)投入,驗(yàn)證了假設(shè)1和假設(shè)2。童年社會(huì)經(jīng)濟(jì)地位與成長(zhǎng)型思維的乘積項(xiàng)對(duì)學(xué)習(xí)投入的預(yù)測(cè)作用顯著(β = -0.09,t = -3.13,P < 0.01),表明成長(zhǎng)型思維能夠調(diào)節(jié)童年社會(huì)經(jīng)濟(jì)地位與學(xué)習(xí)投入的關(guān)系,支持了假設(shè)3。
為了更好地說(shuō)明成長(zhǎng)型思維的調(diào)節(jié)作用,將成長(zhǎng)型思維分為高分組(M + 1SD)和低分組(M - 1SD),進(jìn)行簡(jiǎn)單斜率分析(見(jiàn)圖2)。圖2表明,當(dāng)成長(zhǎng)型思維較高時(shí),童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的預(yù)測(cè)作用顯著(β = 0.27,t = 7.07,P < 0.001),當(dāng)成長(zhǎng)型思維較低時(shí),童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的正向預(yù)測(cè)作用更強(qiáng)(β = 0.45,t? = 10.68,P < 0.001)。
五、討論
(一)童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的影響
本研究發(fā)現(xiàn)童年社會(huì)經(jīng)濟(jì)地位正向預(yù)測(cè)中職生學(xué)業(yè)投入,這驗(yàn)證了本研究的假設(shè)1,與以往研究結(jié)果相一致。[17]838這一結(jié)果也契合了Belsky等提出的生命發(fā)展模型[43]885,該模型認(rèn)為早期的家庭環(huán)境塑造了個(gè)體的心理和行為發(fā)展模式,成長(zhǎng)于低社會(huì)經(jīng)濟(jì)地位環(huán)境的個(gè)體具有較差的執(zhí)行功能和延遲滿(mǎn)足的能力[44]56,不利于個(gè)體的學(xué)業(yè)投入。[45]267Manstead在分析社會(huì)階層心理的基礎(chǔ)上,認(rèn)為學(xué)校是一個(gè)強(qiáng)化社會(huì)階級(jí)不平等的環(huán)境,社會(huì)經(jīng)濟(jì)地位在身份、認(rèn)知、感覺(jué)和行為上的差異使得低社會(huì)經(jīng)濟(jì)地位的個(gè)體不太可能從教育中獲益。中國(guó)的家庭素來(lái)就有重視教育的文化傳統(tǒng),試圖通過(guò)教育實(shí)現(xiàn)魚(yú)躍龍門(mén)的期望;然而,已有諸多學(xué)者在家庭壓力模型、家庭投資模型的基礎(chǔ)上分析了高社會(huì)經(jīng)濟(jì)地位對(duì)個(gè)體學(xué)業(yè)發(fā)展的促進(jìn)作用和低社會(huì)經(jīng)濟(jì)地位學(xué)生所面臨的困境。[46]175[47]85因此,無(wú)論是從個(gè)體認(rèn)知發(fā)展、學(xué)校環(huán)境還是家庭環(huán)境視角來(lái)看,低童年社會(huì)經(jīng)濟(jì)地位都是限制個(gè)體學(xué)業(yè)發(fā)展的一大阻礙。[16]277
(二)心理需要滿(mǎn)足的中介作用
本研究發(fā)現(xiàn),在童年社會(huì)經(jīng)濟(jì)地位對(duì)中職生學(xué)業(yè)投入的影響機(jī)制中,心理需要滿(mǎn)足起著部分中介作用,這驗(yàn)證了本研究的假設(shè)2。自我決定理論認(rèn)為,促進(jìn)心理需要滿(mǎn)足的社會(huì)環(huán)境將支持人們的內(nèi)在活動(dòng),促進(jìn)更多最佳的動(dòng)機(jī),并產(chǎn)生最積極的心理、發(fā)展和行為結(jié)果。[25]149作為個(gè)體發(fā)展的重要環(huán)境背景,童年社會(huì)經(jīng)濟(jì)地位地的高低會(huì)不同程度地滿(mǎn)足個(gè)體心理需要。先前的研究表明,主觀社會(huì)經(jīng)濟(jì)地位和客觀家庭收入對(duì)需要滿(mǎn)足都有正向預(yù)測(cè)[48]1679,而結(jié)構(gòu)性經(jīng)濟(jì)排斥(經(jīng)濟(jì)劣勢(shì)或貧窮)不利于個(gè)體的心理需要滿(mǎn)足。[49]105182心理需要的滿(mǎn)足對(duì)個(gè)體學(xué)業(yè)發(fā)展有諸多益處。從個(gè)人體驗(yàn)來(lái)看,高心理需要滿(mǎn)足的個(gè)體有更高的職業(yè)教育滿(mǎn)意度。[50]197從動(dòng)機(jī)形成的角度來(lái)看,心理需要的滿(mǎn)足有利于培養(yǎng)內(nèi)在學(xué)習(xí)動(dòng)機(jī)[51]959,進(jìn)而促進(jìn)學(xué)習(xí)者的學(xué)業(yè)投入。[52]118[53]1300還有研究者認(rèn)為,童年時(shí)期的心理需要滿(mǎn)足通過(guò)提高個(gè)體的執(zhí)行功能進(jìn)而影響個(gè)體高中時(shí)期的學(xué)業(yè)投入。[54]756綜上,童年社會(huì)經(jīng)濟(jì)地位影響個(gè)體的心理需要滿(mǎn)足,心理需要滿(mǎn)足的程度進(jìn)一步影響個(gè)體學(xué)業(yè)投入,心理需要滿(mǎn)足的中介作用得到了證實(shí)。
(三)成長(zhǎng)型思維的調(diào)節(jié)作用
本研究發(fā)現(xiàn),成長(zhǎng)型思維調(diào)節(jié)了童年社會(huì)經(jīng)濟(jì)地位與中職生學(xué)業(yè)投入的關(guān)系,具體來(lái)說(shuō),當(dāng)成長(zhǎng)型思維較高時(shí),童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的正向預(yù)測(cè)作用顯著,當(dāng)成長(zhǎng)型思維較低時(shí),童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的正向預(yù)測(cè)作用更加顯著,這驗(yàn)證了本研究的假設(shè)3。成長(zhǎng)型思維在一定程度上抑制了童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的預(yù)測(cè)作用,符合成長(zhǎng)型思維給弱勢(shì)群體帶來(lái)更大回報(bào)的觀點(diǎn)。[55]655如國(guó)際學(xué)生評(píng)估項(xiàng)目(PISA)的數(shù)據(jù)結(jié)果顯示,與男孩、優(yōu)勢(shì)學(xué)生和非移民學(xué)生相比,成長(zhǎng)型思維與女孩、弱勢(shì)學(xué)生和移民學(xué)生的學(xué)業(yè)表現(xiàn)得分增加更大相關(guān)。[56]1269成長(zhǎng)型思維被認(rèn)為與韌性、堅(jiān)毅、樂(lè)觀等心理品質(zhì)密切相關(guān)[57]104889[58]1873,當(dāng)個(gè)體需要面對(duì)由低童年社會(huì)經(jīng)濟(jì)地位所帶來(lái)的各種逆境和挑戰(zhàn)時(shí),相比低成長(zhǎng)型思維個(gè)體,擁有高成長(zhǎng)型思維的個(gè)體也有更多的心理資源來(lái)維持和促進(jìn)在校的學(xué)業(yè)投入。[59]169盡管也有研究表明,成長(zhǎng)型思維與學(xué)業(yè)投入無(wú)關(guān),操縱成長(zhǎng)型思維并沒(méi)有改善學(xué)生的學(xué)業(yè)投入和學(xué)業(yè)成就。[60]1640但正如Yeager和Dweck[56]1269所建議,對(duì)學(xué)生發(fā)展的成長(zhǎng)型思維干預(yù)成功與否要考慮具體情境,具體人群。中職生是中國(guó)教育體系下一類(lèi)特殊群體,他們大多因中考不利而被動(dòng)選擇進(jìn)入中職學(xué)校學(xué)習(xí),通常具有較差的學(xué)業(yè)成績(jī),較低的家庭社會(huì)經(jīng)濟(jì)地位,屬于典型的弱勢(shì)群體[61]25,這也就不難理解成長(zhǎng)型思維在童年社會(huì)經(jīng)濟(jì)地位與中職生學(xué)業(yè)投入關(guān)系間起到的調(diào)節(jié)作用。
(四) 研究?jī)r(jià)值與展望
研究結(jié)果具有一定的實(shí)際意義。首先,心理需要滿(mǎn)足在童年社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)投入間起中介作用能夠啟示我們,盡管童年社會(huì)經(jīng)濟(jì)地位不可改變,但可以通過(guò)創(chuàng)造一個(gè)支持需要滿(mǎn)足的背景的干預(yù)措施來(lái)提高個(gè)體的心理需要滿(mǎn)足[62]101860,進(jìn)而提升中職生的學(xué)業(yè)投入。例如,通過(guò)對(duì)新任教師進(jìn)行培訓(xùn),改善他們的教學(xué)風(fēng)格,學(xué)生能夠接受這些變化,表現(xiàn)出更高的心理需要滿(mǎn)足和學(xué)業(yè)投入。[31]242其次,成長(zhǎng)型思維在一定程度上抑制了童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的預(yù)測(cè)作用。這提示我們,對(duì)于中職生群體,成長(zhǎng)型思維具有較高的價(jià)值,可以通過(guò)成長(zhǎng)型思維的干預(yù)提高中職生的學(xué)業(yè)投入。第三,盡管成長(zhǎng)型思維可以調(diào)節(jié)童年社會(huì)經(jīng)濟(jì)地位和學(xué)業(yè)投入間的關(guān)系,但即便是在成長(zhǎng)型思維較高時(shí),童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的預(yù)測(cè)作用依然顯著。這種結(jié)果也符合近期對(duì)成長(zhǎng)型思維干預(yù)的一些批判:將成長(zhǎng)型思維描述為一顆能解決各種教育弊病的靈丹妙藥,會(huì)使人們過(guò)早地認(rèn)為,沒(méi)有必要解決阻礙學(xué)生實(shí)現(xiàn)目標(biāo)的關(guān)鍵社會(huì)結(jié)構(gòu)障礙(如貧困)。[63]635
本研究存在一些不足。一方面,雖然學(xué)業(yè)投入是個(gè)體學(xué)習(xí)質(zhì)量的有效指標(biāo),與學(xué)業(yè)成就、學(xué)業(yè)成績(jī)和教育成就密切相關(guān)[64]104114,但它們是不同的概念,后續(xù)研究需要對(duì)這些概念進(jìn)行精細(xì)區(qū)分。另一方面,心理需要滿(mǎn)足和心理需要受挫是兩個(gè)不同的概念,它們的關(guān)系并不類(lèi)似于硬幣的正反面。[65]263在關(guān)于文化適應(yīng)壓力和心理健康關(guān)系的最新研究中,研究者發(fā)現(xiàn)心理需要滿(mǎn)足和心理需要受挫對(duì)幸福和抑郁產(chǎn)生了不同的影響。[49]105182考慮到社會(huì)經(jīng)濟(jì)地位與心理需要受挫也有緊密的關(guān)系[66]95,未來(lái)研究可以同時(shí)考慮心理需要滿(mǎn)足和心理需要受挫作為中介變量。此外,以往研究表明,主客觀社會(huì)經(jīng)濟(jì)地位都會(huì)影響個(gè)體的學(xué)業(yè)投入[10]49,為更好探究童年社會(huì)經(jīng)濟(jì)地位對(duì)個(gè)體學(xué)業(yè)投入的影響,后續(xù)研究需對(duì)個(gè)體的主客觀社會(huì)經(jīng)濟(jì)地位進(jìn)行測(cè)量和控制。
六、結(jié)論
其一,童年社會(huì)經(jīng)濟(jì)地位不僅能直接正向預(yù)測(cè)中職生學(xué)業(yè)投入,還能通過(guò)心理需要滿(mǎn)足的中介作用間接預(yù)測(cè)中職生學(xué)業(yè)投入。
其二,成長(zhǎng)型思維在童年社會(huì)經(jīng)濟(jì)地位與中職生學(xué)業(yè)投入關(guān)系中起調(diào)節(jié)作用,具體而言,童年社會(huì)經(jīng)濟(jì)地位對(duì)學(xué)業(yè)投入的預(yù)測(cè)作用在低成長(zhǎng)型思維中職生中更強(qiáng)。
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[ 責(zé)任編輯 ]甄 欣
he Impact of Childhood Socioeconomic Status on Academic Engagement among Secondary Vocational Students:the Role of Basic Psychological Needs Satisfaction,and Growth Mindset
CHANG Baorui,ZHANG Jiali
(Faculty of Education,Guangxi Normal University,Guilin,Guangxi,541006,China)
Abstract:In order to explore the influence mechanism of childhood socioeconomic status on the academic engagement among secondary vocational students, we conducted a survey on 900 secondary vocational students with the Childhood Socioeconomic Status Assessment, Growth Mindset Scale, Basic Psychological Needs Scales, Utrecht Work Engagement Scale-student.The result indicates:Childhood socioeconomic status significantly predicted academic engagement; Basic psychological needs satisfaction played a part in mediating the relationship between childhood socioeconomic status and academic engagement; Growth mindset significantly moderated the relationship between childhood socioeconomic status and academic engagement.The research results provide a basis for formulating interventions to improve the academic engagement among secondary vocational students.
Keywords:childhood socioeconomic status;academic engagement;basic psychological needs satisfaction;growth mindset
牡丹江師范學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版)2023年2期