初一新生地位竞争动机在教师支持与生活满意度间的中介作用：一项纵向研究
The Mediating Effect of Status Competition Motivation on the Relationship between Teacher Support and Life Satisfaction: A Longitudinal Study
摘要: 目的：本研究旨在通过一项纵向研究，考察期中地位竞争动机在入学初教师支持和期末生活满意度间的中介作用。方法：采用学生感知教师支持量表、地位竞争动机量表、生活满意度量表，对1028名初一新生进行调查。结果：入学初教师支持、期中威望型和支配型地位竞争动机以及期末生活满意度之间呈两两正相关关系；期中威望型地位竞争动机在入学初教师支持和期末生活满意度间存在显著的中介作用，但支配型地位竞争动机的中介作用不显著。结论：教师支持可以提高个体的地位竞争动机水平，但不同类型的地位竞争动机对个体生活满意度的影响是不同的。
Abstract: Objective: This study aims to examine the mediating effect of mid-term status competition motivation on teacher support and final term life satisfaction through a longitudinal study. Methods: 1028 first-year students were investigated with the student perceived teacher support scale, status competitive motivation scale and satisfaction with life scale. Results: There is a positive correlation between teacher support, mid-term prestige and dominance status competition motivation and final term life satisfaction. Mid-term prestige status competition has a significant mediating effect between teacher support and final term life satisfaction, but dominance status competition has no significant mediating effect. Conclusion: Teacher support can improve the level of individual status competition motivation, but different types of status competition motivation have different effects on individual life satisfaction.
文章引用：李岳麟, 陈如丽, 杜妃玲, 史梦薇. 初一新生地位竞争动机在教师支持与生活满意度间的中介作用：一项纵向研究[J]. 社会科学前沿, 2022, 11(12): 5081-5088. https://doi.org/10.12677/ASS.2022.1112693

参考文献

[1] Meadows, S.O., Brown, J.S. and Elder, G.H. (2006) Depressive Symptoms, Stress, and Support: Gendered Trajectories from Adolescence to Young Adulthood. Journal of Youth and Adolescence, 35, 89-99. [Google Scholar] [CrossRef] 
[2] Rueger, S.Y., Chen, P., Jenkins, L.N. and Choe, H.J. (2014) Effects of Perceived Support from Mothers, Fathers, and Teachers on Depressive Symptoms during the Transition to Middle School. Journal of Youth and Adolescence, 43, 655-670. [Google Scholar] [CrossRef] [PubMed]
[3] Malecki, C. and Demaray, M. (2003) What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support. School Psychology Quarterly, 18, 231-252. [Google Scholar] [CrossRef] 
[4] Wigfield, A., Byrnes, J.P. and Eccles, J.S. (2006) Development during Early and Middle Adolescence. In: Alexander, P.A. and Winne, P.H., Eds., Handbook of Educational Psychology, 2nd Edition, Erlbaum, New York, 87-113.
[5] Needham, B.L. (2008) Reciprocal Relationships between Symptoms of Depression and Parental Support during the Transition from Adolescence to Young Adulthood. Journal of Youth and Adolescence, 37, 893-905. [Google Scholar] [CrossRef] 
[6] Huebner, E.S. (2004) Research on Assessment of Life Satisfaction of Children and Adolescents. Social Indicators Research, 66, 3-33. [Google Scholar] [CrossRef] 
[7] Shin, D.C. and Johnson, D.M. (1978) Avowed Happiness as an Overall Assessment of the Quality of Life. Social Indicators Research, 5, 475-492. [Google Scholar] [CrossRef] 
[8] Valois, R.F., Zullig, K.J., Huebner, E.S. and Drane, J.W. (2001) Relationship between Life Satisfaction and Violent Behaviors among Adolescents. American Journal of Health Behavior, 25, 353-366. [Google Scholar] [CrossRef] 
[9] 李白璐, 边玉芳. 初中生生活满意度的发展趋势及社会支持、自尊的影响: 一项3年追踪研究[J]. 中国临床心理学杂志, 2016, 24(5): 900-904+877.
[10] Levesque, R.J.R. (2011) Encyclopedia of Adolescence. Springer, Berlin. [Google Scholar] [CrossRef] 
[11] Gauvain, M. and Cole, M. (2005) Readings on the Development of Children. Worth Publishers, New York.
[12] Hopson, L.M. and Lee, E. (2011) Mitigating the Effect of Family Poverty on Academic and Behavioral Outcomes: The Role of School Climate in Middle and High School. Children and Youth Services Review, 33, 2221-2229. [Google Scholar] [CrossRef] 
[13] Sakiz, G., Pape, S.J. and Hoy, A.W. (2012) Does Perceived Teacher Affective Support Matter for Middle School Students in Mathematics Classrooms? Journal of School Psychology, 50, 235-255. [Google Scholar] [CrossRef] [PubMed]
[14] Wang, M.-T. and Eccles, J.S. (2012) Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School. Child Development, 83, 877-895. [Google Scholar] [CrossRef] [PubMed]
[15] Twemlow, S.W., Fonagy, P. and Sacco, F.C. (2004) The Role of the Bystander in the Social Architecture of Bullying and Violence in Schools and Communities [Conference Paper]. Annals of the New York Academy of Sciences, 1036, 215-232. [Google Scholar] [CrossRef] [PubMed]
[16] 姜金伟, 李苏醒. 教师和同学支持对初中生生活满意感的影响——自尊的中介作用[J]. 信阳师范学院学报(哲学社会科学版), 2013, 33(5): 46-49+87.
[17] 祁丽萍, 周婷, 赵月, 等. 教师支持对听障青少年生活满意度的影响[J]. 中国听力语言康复科学杂志, 2021, 19(2): 123-127.
[18] Farmer, T.W., Hamm, J.V., Leung, M.-C., Lambert, K. and Gravelle, M. (2011) Early Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do Not Have a Transition during the Middle Grades. Journal of Youth and Adolescence, 40, 1106-1117. [Google Scholar] [CrossRef] [PubMed]
[19] Pellegrini, A.D. and Bartini, M. (2000) A Longitudinal Study of Bullying, Victimization, and Peer Affiliation during the Transition from Primary School to Middle School. American Educational Research Journal, 37, 699-725. [Google Scholar] [CrossRef] 
[20] Pellegrini, A.D. and Bartini, M. (2001) Dominance in Early Adolescent Boys: Affiliative and Aggressive Dimensions and Possible Functions. Merrill-Palmer Quarterly, 47, 142-163. [Google Scholar] [CrossRef] 
[21] Pellegrini, A.D. (2002) Bullying, Victimization, and Sexual Harassment during the Transition to Middle School. Educational Psychologist, 37, 151-163. [Google Scholar] [CrossRef] 
[22] Chen, Y.-R., Peterson, R., Phillips, D., Podolny, J. and Ridgeway, C. (2012) Introduction to the Special Issue: Bringing Status to the Table—Attaining, Maintaining, and Experiencing Status in Organizations and Markets. Organization Science, 23, 299-307. [Google Scholar] [CrossRef] 
[23] Bendersky, C. and Hays, N. (2012) Status Conflict in Groups. Organization Science, 23, 323-340. [Google Scholar] [CrossRef] 
[24] Deci, E.L. and Ryan, R.M. (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227-268. [Google Scholar] [CrossRef] 
[25] Maslow, A.H. (1943) A Theory of Human Motivation. Psychological Review, 50, 370-396. [Google Scholar] [CrossRef] 
[26] 刘成, 杨珊珊. 大学班级干部竞选心理探析[J]. 现代职业教育, 2015(19): 90-91.
[27] 欧阳丹. 教师期望、学业自我概念、学生感知教师支持行为与学业成绩之间的关系研究[D]: [硕士学位论文]. 桂林: 广西师范大学, 2005.
[28] 莫文杰. 地位竞争动机对团队知识共享和团队创新的影响[D]: [硕士学位论文]. 南京: 南京大学, 2016.
[29] Diener, E., Emmons, R.A., Larsen, R.J. and Griffin, S. (1985) The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75. [Google Scholar] [CrossRef] [PubMed]
[30] 汤丹丹, 温忠麟. 共同方法偏差检验: 问题与建议[J]. 心理科学, 2020, 43(1): 215-223.
[31] Oriol, X., Torres, J., Miranda, R., Bilbao, M. and Ortúzar, H. (2017) Comparing Family, Friends and Satisfaction with School Experience as Predictors of SWB in Children Who Have and Have Not Made the Transition to Middle School in Different Countries. Children and Youth Services Review, 80, 149-156. [Google Scholar] [CrossRef] 
[32] Klug, H.J.P. and Maier, G.W. (2015) Linking Goal Progress and Subjective Well-Being: A Meta-Analysis. Journal of Happiness Studies, 16, 37-65. [Google Scholar] [CrossRef] 
[33] 沈烈荣, 刘华山. 人际控制与老年人主观幸福感的关系及其增龄变化[J]. 中国老年学杂志, 2007, 27(22): 2215-2217.
[34] 肖崇好, 谢亚兰. 控制感与主观幸福感关系的研究[J]. 中国健康心理学杂志, 2007(6): 514-516.
[35] Maner, J.K. (2017) Dominance and Prestige: A Tale of Two Hierarchies. Current Directions in Psychological Science, 26, 526-531. [Google Scholar] [CrossRef] 
[36] Cheng, J.T., Tracy, J.L., Foulsham, T., Kingstone, A. and Henrich, J. (2013) Two Ways to the Top: Evidence that Dominance and Prestige Are Distinct Yet Viable Avenues to Social Rank and Influence. Journal of Personality Social Psychology, 104, 103-125. [Google Scholar] [CrossRef] [PubMed]

为你推荐