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目的:探讨教师支持在受艾滋病影响儿童心理韧性对学校适应和学习成绩影响过程中所起的作用。方法:采用方便取样的方法,向27所受艾滋病影响严重的学校发放调查问卷250份,采用青少年心理韧性量表、教师支持量表、学校适应量表和自评学生成绩对研究对象进行调查。结果:心理韧性对学校适应(β=0.218,p<0.05)和学习成绩(β=0.290,p<0.01)均有显著的正向预测作用;教师支持对心理韧性影响学习成绩的关系具有正向的调节作用(β=0.147,p<0.05),而对心理韧性影响学校适应的调节作用不显著。结论:提高受艾滋病影响儿童的心理韧性水平能够显著提高其学校适应能力和学习成绩,教师对儿童的支持能够加强心理韧性对学习成绩的影响效果。
Objective: To explore the role of teacher support in affecting the resilience and academic performance of school-aged children affected by their psychological resilience. Methods: A total of 250 questionnaires were sent to 27 schools affected by HIV / AIDS by means of convenient sampling method. The subjects were investigated using adolescent resilience scale, teacher support scale, school adjustment scale and self-rated student achievement. Results: The mental toughness had a significant positive predictive effect on school adjustment (β = 0.218, p <0.05) and academic achievement (β = 0.290, p <0.01). The relationship between teacher support and psychological resilience was positive (Β = 0.147, p <0.05), while the effect of psychological resilience on the adjustment of school adaptation was not significant. Conclusion: Improving the psychological resilience of children affected by AIDS can significantly improve their school adaptability and academic performance, and teachers’ support of children can enhance the effect of psychological resilience on academic performance.