中小学生学业自我概念与学业成绩的交叉滞后分析:符合交互影响模型,还是发展观?
Cross-legged Regression Analysis of Relationship between Academic Self-concept and Academic Achievement in Primary and Middle School Students:Test of Reciprocal Effect Model and Development Perspective

以小学五年级、初二年级和高二年级共357名学生为研究对象,采用10个月的追踪设计,运用交叉滞后回归分析,旨在揭示中小学生学业自我概念与学业成绩的相互影响,检验交互影响模型和发展观。结果发现,在前、后测中,小五学生学业自我概念得分呈现发展性差异,且均显著高于初二和高二学生;中小学生样本总体T1时间学业自我概念能显著正向预测T2时间学业成绩,T1时间学业成绩能显著正向预测T2时间学业自我概念,符合交互影响模型;小学五年级T1时间学业自我概念能显著正向预测T2时间学业成绩,符合自我增强模型;初二和高二学生T1时间学业成绩能显著正向预测T2时间学业自我概念,符合技能发展模型。结果表明随着年龄的变化,中小学生学业自我概念与学业成绩的因果关系顺序也在发生变化,支持发展观。
The present 10-months longitudinal study aimed to explore reciprocal relations between academic self-concept and academic achievement in primary and middle school students, test reciprocal effect model and development perspective. 357 students from one primary school, one junior high school and one high school were investigated by Self Description Questionnaire. The results indicated that academic self-concept scores of Grade 5 in primary school has developmental differences and was higher than middle school students significantly. Cross-lagged regression analyses for the total samples were in line with reciprocal effect model. For students at Grade 5 in primary school, the first academic self-concept can predict subsequent academic achievement. But for middle school students, the first academic achievement can predict subsequent academic self-concept. These results indicated that causal ordering of academic self-concept and achievement changed when students' age transformed, and development perspective was confirmed in this study.