小学生价值观与学校适应的关系：学业自我效能感的中介作用
The Relationship between Primary School Students’ Values and School Adjustment: The Mediating Role of Academic Self-Efficacy
DOI: 10.12677/ap.2026.162069, PDF,    科研立项经费支持
作者: 刘 萍*, 胡敏哲, 卢力帅, 李文豪：绍兴文理学院教育与心理学院，浙江 绍兴
关键词: 小学生；价值观；学校适应；学业自我效能感；Primary Students； Values； School Adjustment； Academic Self-Efficacy
摘要: 本研究基于施瓦茨的基本价值观理论，主要探讨小学生价值观与学校适应之间的关系及二者之间的中介机制。研究共有358名5年级和6年级的小学生参与。采用施瓦茨价值观问卷、学业自我效能感问卷和教师评价问卷收集数据。结果表明：(1) 自我超越价值观促进学校适应，学业自我效能感在二者之间起中介作用；(2) 自我增强价值观与学校适应的关系受到学习行为自我效能感的抑制。本研究可为小学生价值观教育学校适应提供实证依据。
Abstract: This study is based on Schwartz’s theory of fundamental values, mainly exploring the relationship between primary school students’ values and school adjustment and its mediating mechanism. A total of 358 primary school students in grades 5 and 6 participated in the study. Data was collected using the Schwartz Values Questionnaire, Academic Self Efficacy Questionnaire, and Teacher Evaluation Questionnaire. The results indicate that: (1) self-transcendence values promote school adaptation, and academic self-efficacy plays a mediating role between the two; (2) The relationship between self-enhancement values and school adjustment is suppressed by self-efficacy in learning behavior. This study can provide empirical evidence for primary school students’ values education and school adaptation.
文章引用：刘萍, 胡敏哲, 卢力帅, 李文豪 (2026). 小学生价值观与学校适应的关系：学业自我效能感的中介作用. 心理学进展, 16(2), 122-131. https://doi.org/10.12677/ap.2026.162069

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