初中生自我同一性、学业错误观及其应对方式对领导力的影响
The Impact of Self Identity, Academic Error Perceptions, and Coping Styles on Leadership among Junior High School Students
摘要: 目的：分别探讨初中生自我同一性与领导力的关系及学业错误实然观与学业错误应然观的中介作用、学业错误实然应对方式与学业错误应然应对方式的中介作用。方法：采用高中生领导力量表、EIPQ、中学生学业错误观问卷、初中生学业错误应对方式问卷，对某市某中学以班级为单位的学生共173人进行调查。结果：① 初中生自我同一性对领导力有显著的正向预测作用。② 初中生学业错误应然观对领导力有显著的负向预测作用。③ 初中生学业错误实然观对领导力有显著的负向预测作用。④ 初中生学业错误实然应对方式对领导力有显著的正向预测作用。
Abstract: Objective: Exploring the relationship between self-identity and leadership among junior high school students, the mediating effect of the concept of academic error reality and the concept of academic error should be, and the mediating effect of academic error reality coping style and academic error should be coping style. Method: A total of 173 students from a certain high school in a certain city were surveyed using the High School Student Leadership Scale, EIPQ, Middle School Student Academic Error Perception Questionnaire, and Middle School Student Academic Error Coping Style Questionnaire. Result: ① Self identity of middle school students has a significant positive predic-tive effect on leadership. ② The concept of academic error should have a significant negative predictive effect on leadership among junior high school students. ③ The actual view of academic er-rors among junior high school students has a significant negative predictive effect on leadership. ④ The coping style of middle school students with academic errors has a significant positive predictive effect on leadership.
文章引用：杨睿, 潘玉进. 初中生自我同一性、学业错误观及其应对方式对领导力的影响[J]. 教育进展, 2023, 13(9): 6607-6619. https://doi.org/10.12677/AE.2023.1391029

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