家庭客观经济地位与班级同伴地位的关系:父母教育卷入与心理素质的中介作用

为探究父母教育卷入和心理素质在中学生家庭客观经济地位(socioeconomic status, SES)和班级同伴地位间所起的作用,采用家庭客观经济地位问卷、中学生心理素质量表(简化版)、父母教育卷入问卷和班级同伴地位他评问卷调查了1 724名在校中学生.结果发现:①中学生的家庭SES、心理素质和班级同伴地位之间均存在显著正相关,并且父母教育卷入与家庭SES和心理素质也呈显著正相关;②父母教育卷入和心理素质在中学生家庭SES与其班级同伴地位间起链式中介作用;③除链式中介作用外,家庭SES还会直接影响中学生班级同伴地位的形成,同时还有部分间接效应是通过影响心理素质来实现的.研究不仅深化了对家庭压力模型和家庭投资模型的认识,还拓展了对心理素质在班级同伴地位形成中作用的认识.最后提出对于那些家庭SES较差的中学生,在短期无法提升其物质生活条件的情况下,可以通过增强其父母教育卷入水平来弥补和抵消一些不利影响,从而达到促进其身心健康发展的目的.

The Relationship Between Family Socioeconomic Status and Class Peer Status: The Mediating Role of Parental Education Involvement and Psychological Suzhi

To explore the role of parental education involvement and psychological suzhi in the relationship between the socioeconomic status (SES) of the middle school students'' families and their peers status in the class, 1 724 middle school students were investigated with Questionnaire of the Family Socioeconomic Status, Questionnaire of Middle School Students'' Psychological Suzhi Scale (simplified version), Questionnaire of Parental Education Involvement and Questionnaire of Class Peer Status. The results showed that a significant positive correlation existed between family SES, psychological suzhi and class peer status of middle school students, and parental education involvement was in a significant positive correlation with family SES and psychological sushi; that parental education involvement and psychological suzhi played a chain intermediary role in the relationship between family SES and class peer status of middle school students; and that in addition to the above-mentioned chain intermediary role, family SES also directly affected the formation of peer status of middle school students, and some indirect effects were realized through the influence of psychological suzhi. The authors point out that this study not only deepens the understanding of family stress model and family investment model, but also extends the understanding of the role of psychological suzhi in the formation of class peer status. Finally, based on the results of this study, they hold that for the middle school students with poor SES in their families, if they cannot improve their material living conditions in the short term, they can enhance their parents'' involvement in education to make up for and counteract some adverse effects caused by poor family conditions, thus achieving the purpose of promoting their physical and mental development.