学校环境知觉, 自我评价对青少年学校满意度预测作用.docVIP

学校环境知觉、自我评价对青少年学校满意度的预测作用* 余益兵 （安徽农业大学人文学院，合肥 230036） 【摘要】目的 采用生活满意度的社会认知模型，考察学校情境下的环境知觉、自我评价对青少年学校满意度的影响。方法 采用感知的学校气氛、一般自我概念和学校满意度问卷对320名初中生进行调查。结果 ① 初中生学校环境知觉、自我概念与学校满意度呈中等程度显著相关；②发展多样性、学习压力、师生关系维以及自我概念显著预测学校满意度；③环境知觉对学校满意度的方差解释率相对较高，而一般自我评价的中介作用并不成立。结论 青少年对学校环境知觉和自我评价分别对学校满意度具有显著预测作用。 【关键词】 学校满意度；感知的学校气氛；一般自我概念；社会认知模型 The Predictors of School Satisfaction among adolescents: The Role of Environmental Perception and Self-Evaluation YU Yi-bing (School of Humanities and Social Science, Anhui Agricultural University, Hefei China 230036) 【Abstract】Objective: A social cognitive model of life satisfaction [Lent, W.R., 2004] was adapted to the school context and examined the predictors of environmental perception and self-evaluation. Methods: Participants were 320 adolescents in middle school. They completed measurements of school environmental perception (teacher-students relationship, peers relationship, order discipline, multiple-developmental opportunity), self-evaluation (general self-concept) and school satisfaction. Results: ① Environmental perception, general self-concept moderately related to adolescents’ school satisfaction. ②Predictors of school satisfaction were among multiple-developmental opportunity, academic pressure and teacher-students relationship, along with general self-concept. ③The amount of predictive rate of life satisfaction from school environmental perceptions (39.8%) was higher than that of self-evaluation (5.4%) ，and the mediating effect between environmental perceptions and school satisfaction was not confirmed. Conclusion: The perception of school environment and oneself had significantly predictive effect on school satisfaction in adolescents. 【Keywords】School satisfaction ;Perceived school climate; General self-concept; Social cognitive model 1 引言 生活满意度，是指个体基于自身设定的标准对其大部分时间或持续一定时期的生活质量做出的总体性评价[1]，学校满意度是总体生活满意度在学校领域中的具体体现。从已有文献看，研究者大多围绕青少年生活满意度的现状、特点及影响因素进行广泛探讨[2-3]，而专门针对特定领域的生活满意度研究才刚刚起步[4-6]。2004年，Lent,W.R提出的生活满意度的社会认知模型，为理解不同状态下个体特定领域