中国临床心理学杂志

中小学生自我控制对学业成就的影响:学业可能自我和心理健康的中介作用

作者：周迎楠毕重增

单位：西南大学心理学部重庆 400715

分类号：R395.6

出版年,卷(期):页码：2017,25(6):1134-1137

摘要：

目的：探讨中小学生学业可能自我和心理健康在自我控制对学业成就之间的中介作用。方法：采用自我控制问卷、学业可能自我问卷、一般健康问卷（GHQ-20）对563名中小学生进行问卷调查，并收集了该学期语文、数学、外语三门课程的期末考试成绩。结果：①自我控制、学业可能自我、学业成绩之间呈显著正相关，且均与心理健康问题呈显著负相关。②学业可能自我和心理健康问题在自我控制与学业成绩之间起部分中介作用。结论：自我控制在直接影响学业成就的同时，还通过学业可能自我和心理健康的部分中介作用影响学业成就。

Objective:To investigate the mediating role of academic possible selves and mental health in the relation-ship between self-control and academic achievement. Methods:563 primary and middle school students completed the Self-control Scale, GHQ(General Health Questionnaire)-20, and Academic Possible Selves Questionnaire. Academic achievement was measured by the scores of Chinese, Math, and English. Results:① Self-control, academic possible selves, mental health and academic achievement were significantly correlated with each other. ②Academic possible selves and mental health partially mediated the relationship between self-control and academic achievement. Conclusion:Selfcontrol directly influences academic achievement, and also influences academic achievement through the partial mediating effects of academic possible selves and mental health.

基金项目：

重庆市人文社会科学重点研究基地重点项目（14SKB007）；教育部人文社科规划西部和边疆项目（14XJA190001）

作者简介：

参考文献：

1 de Ridder DT, Lensvelt-Mulders G, Finkenauer C, et al. Taking stock of self-control:A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 2012, 16(1):76-99
2 刘金花, 庞美云, 杨慧芳. 儿童自我控制学生自陈表的编制. 心理科学, 1998, 21:108-190
3 Tangney JP, Baumeister RF, Boone AL. High self-control predictsgood adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 2004, 72(2):271-324
4 Duckworth AL, Tsukayama E, May H. Establishing causality using longitudinal hierarchical linear modeling:An illustration predicting achievement from self-control. Social Psychological and Personality Science, 2010 1(4):311-317
5 Duckworth A, Gendler TS, Gross JJ. Self-control in schoolage children. Educational Psychologist, 2014, 49:199-217
6 King RB, Gaerlan MJM. High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 2014, 29:81-100
7 Duckworth AL, Seligman MEP. Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 2005, 16(12):939-944
8 Oyserman D, Markus H. Possible selves in balance:Implications for delinquency. Journal of Social Issues, 1990, 46(2):141-157
9 Markus H, Nuris P. Possible selves. American Psychologist, 1986, 41(9):954-969
10 Leondari A, Syngollitou E, Kiosseoglou G. Academic achievement, motivation and future selves. Educational Studies, 1998, 24(2):153-163
11 Robinson MD, Schmeiche BJ, Inzlicht M. A cognitive control perspective of self-control strength and its depletion. Social and Personality Psychology Compass, 2010, 4(3):189-200
12 Baumeister RF, Vohs KD, Tice DM. Thestrength model of self-control. Current Directions in Psychological Science, 2007, 16(6):351-355
13 谭树华, 郭永玉. 有限自制力的理论假设及相关研究. 中国临床心理学杂志, 2008, 16(3):309-311
14 于斌, 乐国安, 刘惠军. 自我控制的力量模型. 心理科学进展, 2013, 21(7):1272-1282
15 Norman CC, Aron A. Aspects of possible self that predict motivation to achieve or avoid it. Journal of Experimental Social Psychology, 2003, 39(5):500-507
16 王鑫强, 张大均. 心理健康双因素模型述评及其研究展望. 中国特殊教育, 2011, 10:68-73
17 Puskar KR, Bernardo LM. Mental health and academic achievement:Role of school nurses. Journal for Specialists in Pediatric Nursing, 2007, 12(4):215-223
18 尹天子, 黄希庭. 可能自我的性质. 西南大学学报(社会科学版), 2015, 41(1):99-106
19 周宗奎, 刘丽中, 田媛, 等. 青少年气质性乐观与心理健康的元分析. 心理与行为研究, 2015, 13(5):655-663
20 Unger A, Bi C, Xiao YY, et al. The revising of the Tangney Self-control Scale for Chinese students. Psych Journal, 2016, 5(2):101-116
21 Anderman EM, Anderman LH, Griesinger T. The relation of present and possible academic selves during early adolescence to grade point average and achievement goals. The Elementary School Journal, 1999, 100(1):3-17
22 王春杰. 学业可能自我问卷的信效度分析. 中州大学学报, 2012, 29(6):125-128
23 李虹, 梅锦荣. 测量大学生的心理问题:GHQ-20 的结构及其信度和效度. 心理发展与教育, 2002, 1:75-79
24 方杰, 张敏强, 邱皓政. 中介效应的检验方法和效果量测量:回顾与展望. 心理发展与教育, 2012, 28(1):105-111
25 齐晓栋, 张大均. 中国文化背景下特质自我控制与心理-行为关系的元分析. 西南大学学报(社会科学版), 2014, 40 (6):92-97
26 Baumeister RF,Vohs K. Self-regulation, ego depletion, and motivation. Social andPersonality Psychology Compass, 2007, 1(1):115-128
27 谭咏风, 陈鹏. 可能自我的动态发展及相关研究. 心理科学, 2010, 33(5):1191-1193
28 Adelman RM, Herrmann SD, Bodford JE, et al. Feeling closer to the future self and doing better:Temporal psychological mechanisms underlying academic performance. Journal of personality, 2016. Retrieved fromhttps://www.researchgate. net/publication/295687641
29 高峰强, 任跃强, 徐洁, 等. 羞怯与生活满意度:安全感与自我控制的多重中介效应. 中国临床心理学杂志, 2016, 24(3):547-549
30 Loveday PM, Lovell GP, Jones CM. The best possible selvesintervention:A review of the literature to evaluate efficacy and guide future research. Journal of Happiness Studies, 2016. 1-22

服务与反馈：

【文章下载】【加入收藏】