课业负担对学校生活满意度的影响:学校氛围的多水平调节作用
Effect of Course Burden on Students' School Life Satisfaction: Multilevel Moderating Effect of School Atmosphere

课业负担对学校生活满意度有重要影响,但是学校氛围对课业负担的多水平调节作用少有研究涉及。在发展系统理论的基本框架下,本研究构建了一个多水平的调节模型,同时考察学校氛围中不同水平的变量对学生学校生活满意度的影响及其作用机制。以20155名五、八年级学生为研究对象,本研究采用学生知觉的师生关系及校长知觉的学生士气、教师士气、学生消极行为、教师负面状态来考察学生和校长对学校氛围的评价。多水平模型分析发现:(1)在控制了年级、性别、城乡后,课业负担对学校生活满意度仍有显著的消极影响;(2)课业负担对学校生活满意度的负向影响,随学生知觉的师生关系和校长知觉的学生士气的变好而减弱。研究结果有利于从发展系统理论及相互作用的视角理解学校氛围的作用,"减负"不仅要确实减少学生的课业负担,也要重视学校中其他环境变量的综合影响。
It is well recognized that course burden has a detrimental effect on student's school life satisfaction, but little is known about the possible moderating mechanisms underlying this relation. Within the framework of development system theories, the present study constructed a multilevel moderated model to examine the effect of school atmosphere on the relationship between course burden and school life satisfaction. A total of 20155 students from fifth and eighth grade were investigated in this study. The present study integrated students' perception of the relationship between teachers and students with principal's perception of students' morale, teachers' morale, students' negative behavior, and teachers' negative state together to evaluate school atmosphere. The results showed that:(1) course burden had a significant negative impact on students' school life satisfaction; (2) this negative impact was attenuated by students' positive perception of the relationship between teacher and students and the principal's perception of students' morale. This research contributed to the study of how to improve the students' school life satisfaction.