作　　者： ; ;

机构地区： 中央教育科学研究所

出　　处： 《中国临床心理学杂志》 2004年第3期244-245,249,共3页

摘　　要： 目的 :探讨班级环境因素对儿童受害和学习成绩、同伴接受之间关系的影响。方法 :使用多水平分析技术对 82个班级的 4 6 5 0名初中生的资料进行分析。结果 :儿童受害显著负向预期学习成绩和同伴接受 ,并且这两种预期作用在班级之间的变异显著。当前研究中的班级环境变量未能解释受害和同伴接受间的关系在班级间的变异 ,班级水平的秩序纪律可减弱儿童受害和学习成绩间的负向关系 ,同学关系对受害儿童的学习成绩有不利的影响。结论 :儿童受害状况对学习成绩和同伴接受有不利影响 。 Objectives:To explore the effects of classroom environment on the relation between children's victimization and peer acceptance and academic achievement.Methods:Data of 4650 Chinese students from 82 middle schools were analysed by HLM. Results: Children's victimization negatively predicts their peer acceptance and academic achievement,and variance of these predictions was significant among classes.No current classroom environment factors were found significantly affected the relation between victimization and peer acceptance. Class order and rule can reduce the negative relation between victimization and academic achievement,and classroom student relationship strengthen the negative relation between children's victimization and academic achievement.Conclusion:Victimization negatively predicts children's peer acceptance and academic achievement,and the variation of these predictions was significant among classes.

关 键 词： 多水平 班级环境 受害 同伴接受 学习成绩

领　　域： [哲学宗教] [哲学宗教]