家庭社会经济地位对学生社会与情感能力的影响——成长型思维和学业焦虑的链式中介作用

doi:10.16382/j.cnki.1000-5560.2024.05.005

摘要/Abstract

摘要：

本研究基于2023年济南参加OECD社会与情感能力测评的数据，聚焦家庭社会经济地位对学生社会与情感能力的影响，并尝试从学生成长型思维和学业焦虑两个视角出发，探讨两个变量在家庭社会经济地位影响学生社会与情感能力的中介机制。研究结果表明：（1）家庭社会经济地位、成长型思维都对学生社会与情感能力产生显著正向影响，学业焦虑对学生社会与情感能力产生显著负向影响；（2）成长型思维发挥着显著正向中介作用，即家庭社会经济地位通过成长型思维的中介作用对学生社会与情感能力产生积极促进作用；（3）学业焦虑作为中介变量呈现显著负向中介效应，表明家庭社会经济地位通过学业焦虑的中介作用对学生社会与情感能力产生不利影响；（4）研究进一步揭示了成长型思维和学业焦虑之间显著正向的链式中介作用，即家庭社会经济地位通过影响学生的成长型思维，进而调节学生的学业焦虑水平，最终对学生社会与情感能力产生综合影响。基于实证结果的讨论，本研究针对学生社会与情感能力发展水平的提升提出三方面建议：一是给予家庭社会经济地位较弱的学生群体更多资源和平台的支持；二是以学校为主阵地，系统建立成长型思维培养的路径机制；三是推进家校联动，共同破解青少年学业焦虑难题。

关键词: 家庭社会经济地位, 成长型思维, 学业焦虑, 社会与情感能力, 中介作用

Abstract:

Based on the data from the OECD Survey on Social and Emotional Skills conducted in Jinan in 2023, this study focuses on the impact of family socioeconomic status on students’ social and emotional skills. It explores the mediating mechanisms through which growth mindset and test and class anxiety influence this relationship. The findings indicate that: (1) both family socioeconomic status and growth mindset have a significant positive effect on students’ social and emotional skills, while test and class anxiety has a significant negative effect; (2) growth mindset plays a significant positive mediating role, meaning that family socioeconomic status positively promotes students’ social and emotional skills through the mediation of growth mindset; (3) test and class anxiety, as a mediator, shows a significant negative mediating effect, suggesting that family socioeconomic status can adversely affect students’ social and emotional skills through the mediation of test and class anxiety; (4) the study further reveals a significant positive serial mediation effect between growth mindset and test and class anxiety, indicating that family socioeconomic status affects students’ growth mindset, which in turn regulates their level of test and class anxiety, ultimately exerting a comprehensive impact on their social and emotional skills. Based on empirical discussions, this study proposes three suggestions for enhancing the development of student’s social and emotional skills. Firstly, schools should provide more resources and platforms to support students from lower socioeconomic backgrounds. Secondly, establish a path mechanism for cultivating growth mindset with schools as the main battlefield system. Thirdly, promote collaboration between home and school to address the issue of test and class anxiety among adolescents jointly.

Key words: family socioeconomic status, growth mindset, test and class anxiety, social and emotional skills, mediation

刘志, 黎佳, 梁晨曦. 家庭社会经济地位对学生社会与情感能力的影响——成长型思维和学业焦虑的链式中介作用[J]. 华东师范大学学报(教育科学版), 2024, 42(5): 83-98.

Zhi Liu, Jia Li, Chenxi Liang. The Impact of Family Socioeconomic Status on Students’ Social and Emotional Skills: The Serial Mediation Role of Growth Mindset and Test and Class Anxiety[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(5): 83-98.

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变量	SES	任务能力	情绪调节	协作能力	交往能力	开放能力	成长型思维	学业焦虑
SES	1.00*	0.16*	0.13*	0.12*	0.18*	0.20*	0.07*	?0.06*
任务能力		1.00*	0.78*	0.73*	0.76*	0.71*	0.53*	?0.37*
情绪调节			1.00*	0.73*	0.73*	0.74*	0.52*	?0.46*
协作能力				1.00*	0.74*	0.70*	0.57*	?0.27*
交往能力					1.00*	0.76*	0.53*	?0.31*
开放能力						1.00*	0.48*	?0.34*
成长型思维							1.00*	?0.18*
均值	?0.11	655.24	586.93	657.51	609.61	591.12	55.46	43.47
标准差	0.58	124.58	100.09	127.54	114.83	93.88	10.4	11.57

预测变量结果变量	成长型思维	任务能力	情绪调节	协作能力	交往能力	开放能力
SES（c）		33.44^** （3.63）	21.88^** （2.92）	26.69^** （3.73）	32.04^** （2.69）	35.25^** （3.30）
SES（a₁）	1.19^** （0.31）
SES （c'）		25.96^** （3.11）	15.94^** （2.51）	18.30^** （3.09）	27.05^** （2.38）	28.42^** （2.81）
成长型思维（b₁）		6.21^** （0.17）	4.93^** （0.14）	6.90^** （0.17）	4.24^** （0.13）	5.72^** （0.16）
R²	0.00	0.29	0.28	0.33	0.26	0.30
F	15.07^**	691.03^**	649.50^**	830.32^**	597.37^**	733.34^**

路径	估计值	标准误	LL0.5%	UL0.5%	占总效应比例（%）
SES→成长型思维 →任务能力（a₁·b₁）	7.36	1.92	2.94	13.06	22.01
SES→成长型思维 →情绪调节（a₁·b₁）	5.84	1.53	2.28	9.85	26.70
SES→成长型思维 →协作能力（a₁·b₁）	8.21	2.15	3.35	14.19	30.77
SES→成长型思维 →交往能力（a₁·b₁）	6.77	1.78	2.77	11.96	21.14
SES→成长型思维 →开放能力（a₁·b₁）	5.04	1.33	1.96	8.92	14.29

预测变量结果变量	学业焦虑	任务能力	情绪调节	协作能力	交往能力	开放能力
SES（a₂）	?1.12^** （0.34）
学业焦虑（b₂）		?3.88^** （0.17）	?3.94^** （0.13）	?2.96^** （0.18）	?2.68^** （0.13）	?2.93^** （0.16）
SES （c'）		29.62^** （3.41）	17.95^** （2.62）	23.39^** （3.64）	29.39^** （2.57）	32.08^** （3.18）
R²	0.00	0.15	0.22	0.09	0.15	0.12
F	10.74^**	304.38^**	480.67^**	157.23^**	293.52^**	229.52^**

路径	估计值	标准误	LL0.5%	UL0.5%	占总效应比例（%）
SES→学业焦虑→ 任务能力（a₂·b₂）	4.39	1.38	1.20	8.11	13.13
SES→学业焦虑→ 情绪调节（a₂·b₂）	4.48	1.39	1.25	8.42	20.48
SES→学业焦虑→ 协作能力（a₂·b₂）	3.34	1.06	0.91	6.21	12.53
SES→学业焦虑→ 交往能力（a₂·b₂）	3.31	1.06	0.89	6.30	10.32
SES→学业焦虑→ 开放能力（a₂·b₂）	3.03	0.96	0.85	5.70	8.58