Chen Jennifer Jun-Li
Kean University, Department of Early Childhood Education and Family Studies, NJ 07083, USA.
Genet Soc Gen Psychol Monogr. 2005 May;131(2):77-127. doi: 10.3200/MONO.131.2.77-127.
The author tested a model hypothesizing that students' self-perceived academic support (from parents, teachers, and peers) is related to their achievement directly and indirectly through their own perceived academic engagement. The participants were 270 adolescents (M age = 15.41 years, range = 14-20 years) from 3 grade levels (Forms 3-5, equivalent to Grades 9-11 in the United States) in a Hong Kong secondary school. The school principal and teachers helped to collect data based on these adolescents' responses to a self-report questionnaire, consisting of a demographic profile and 4 scales assessing their self-perceptions of the extent of parental, teacher, and peer support, and their own academic engagement. Academic achievement was measured by self-reported grades in math, English, and Chinese. Structural equation modeling analyses revealed that adolescents' perceived parental, teacher, and peer support were all indirectly related to their academic achievement mediated by their own perceived academic engagement. The strength of the relationships, however, varied by support system, with perceived teacher support to achievement being the strongest, followed closely by perceived parental support, and then perceived peer support. In addition, both perceived parental support and perceived teacher support were directly related to academic achievement. However, perceived teacher support made the most total (direct and indirect) contribution to student achievement. Perceived peer support had the smallest, nonetheless significant, indirect relationship to academic achievement. However, the negative, direct influence of perceived peer support canceled out its positive, indirect influence on academic achievement.
作者测试了一个模型，该模型假设学生自我感知的学业支持（来自父母、教师和同伴）通过他们自己感知的学业参与度直接和间接地与他们的成绩相关。参与者是来自香港一所中学三个年级（中三至中五，相当于美国的九年级至十一年级）的270名青少年（平均年龄 = 15.41岁，范围 = 14 - 20岁）。学校校长和教师根据这些青少年对一份自我报告问卷的回答帮助收集数据，问卷包括一份人口统计学概况以及4个量表，用于评估他们对父母、教师和同伴支持程度的自我认知以及他们自己的学业参与度。学业成绩通过数学、英语和语文的自我报告成绩来衡量。结构方程模型分析表明，青少年感知到的父母、教师和同伴支持都通过他们自己感知的学业参与度间接与他们的学业成绩相关。然而，这些关系的强度因支持系统而异，感知到的教师支持与成绩的关系最强，其次是感知到的父母支持，然后是感知到的同伴支持。此外，感知到的父母支持和感知到的教师支持都与学业成绩直接相关。然而，感知到的教师支持对学生成绩的总体（直接和间接）贡献最大。感知到的同伴支持与学业成绩的间接关系最小，尽管如此仍具有显著性。然而，感知到的同伴支持的负面直接影响抵消了其对学业成绩的正面间接影响。
