同伴关系对职校生学业成就的影响：学业情绪调节的中介作用

The Effect of Peer Relationships on Academic Achievement of Secondary Vocational Students: The Mediating Role of Academic Emotion Regulation

摘要: 本研究以职校生为研究对象。为了探讨职校生同伴关系、学业情绪调节、学业成就的现状及关系，以同伴关系量表及学业情绪调节问卷为研究工具，对290名职校生实施了问卷调查。研究结果表明：(1) 职校生的学业成就总体处于中等偏上的水平，同伴关系处于中等偏下的水平。(2) 积极学业情绪与学业成就呈显著正相关(r = 0.15, p < 0.01)，消极学业情绪与学业成就呈显著正相关(r = 0.16, p < 0.01)，同伴关系与学业成就呈负相关(r = −0.10)，同伴关系与积极学业情绪和消极学业情绪均呈显著负相关(r = −0.19, p < 0.01; r = −0.35, p < 0.01)。由于同伴关系量表计分方式为得分越高，同伴关系越差，因此数据结果表明职校生同伴关系越好，学业成就越好。(3) 学业情绪调节在职校生同伴关系与学业成就之间起完全中介效应。

Abstract: This study takes vocational school students as the research object. In order to explore the current situation and relationship of peer relationship, academic emotion regulation and academic achievement of vocational school students, a questionnaire survey was conducted on 290 vocational school students with the peer relationship scale and academic emotion regulation questionnaire as research tools. The results show that: (1) The academic achievements of vocational school students are generally at the upper-middle level, while the peer relationship is at the lower-middle level. (2) Positive academic emotion was significantly positively correlated with academic achievement (r = 0.15, p < 0.01), negative academic emotion was significantly positively correlated with academic achievement (r = 0.16, p < 0.01), peer relationship was negatively correlated with academic achievement (r = −0.10), peer relationship was significantly negatively correlated with positive academic emotion and negative academic emotion (r = −0.19, p < 0.01; r = −0.35, p < 0.01). Since the peer relationship scale is scored in such a way that the higher the score, the worse the peer relationship, the data results show that the better the peer relationship of vocational school students, the better the academic achievement. (3) Academic emotion regulation plays a complete mediating role between peer relationship and academic achievement in vocational education schools.