校园社会支持对小学生学业浮力的影响：班级归属感的中介作用

The Impact of School Social Support on Academic Buoyancy among Primary School Students: The Mediating Role of Classroom Belongingness

摘要: 本研究旨在探讨校园社会支持(具体分为教师支持和同伴支持)对小学高年级学生学业浮力的影响，并检验班级归属感在其中的中介作用。研究通过对1029名四至六年级小学生的问卷调查，采用SPSS的PROCESS插件进行中介效应分析。研究发现：(1) 教师支持、同伴支持、班级归属感与学业浮力之间均存在显著正相关。(2) 班级归属感在教师支持与学业浮力之间起部分中介作用，即教师支持既能直接预测学业浮力，也能通过提升班级归属感间接影响学业浮力。(3) 班级归属感在同伴支持与学业浮力之间起完全中介作用，即同伴支持对学业浮力的影响完全是通过班级归属感这一中介变量实现的。研究结论指出，教师支持相比同伴支持，对小学生的学业浮力具有更强的直接和间接影响力。

Abstract: This study aims to investigate the effects of school social support (specifically categorized into teacher support and peer support) on the academic buoyancy of upper-grade primary school students, as well as to test the mediating role of classroom belonging. A questionnaire survey was administered to 1029 fourth-to-sixth-grade primary school students, and mediation effect analysis was performed using the PROCESS macro for SPSS. The results showed that: (1) There were significant positive correlations between teacher support, peer support, classroom belonging, and academic buoyancy. (2) Classroom belonging partially mediated the relationship between teacher support and academic buoyancy, indicating that teacher support could not only directly predict academic buoyancy but also indirectly influence it by enhancing classroom belonging. (3) Classroom belonging fully mediated the relationship between peer support and academic buoyancy, meaning that the impact of peer support on academic buoyancy was entirely realized through the mediating variable of classroom belonging. The conclusion of this study points out that compared with peer support, teacher support has a stronger direct and indirect influence on the academic buoyancy of primary school students.