CAJ | 학술논문

为揭示领悟社会支持与青少年学业成就的关系，以及应对效能的中介效应和压力性生活事件的调节效应，采用领悟社会支持问卷、应对效能问卷、压力性生活事件量表和学业成就问卷对1687名青少年进行研究。结果显示：（1）领悟社会支持能够促进青少年的学业成就；（2）应对效能对领悟社会支持与学业成就的关系具有中介效应；（3）压力性生活事件能够调节应对效能的中介作用。因此，领悟社会支持对学业成就的影响是有调节的中介效应。
위게시령오사회지지여청소년학업성취적관계，이급응대효능적중개효응화압력성생활사건적조절효응，채용령오사회지지문권、응대효능문권、압력성생활사건량표화학업성취문권대1687명청소년진행연구。결과현시：（1）령오사회지지능구촉진청소년적학업성취；（2）응대효능대령오사회지지여학업성취적관계구유중개효응；（3）압력성생활사건능구조절응대효능적중개작용。인차，령오사회지지대학업성취적영향시유조절적중개효응。
Adolescents’ perceived social support was positively associated with their academic achievement in western culture （e. g., Bahar, 2010; Domagala-Zysk, 2006; Rueger, Malecki, ＆ Demaray, 2010）. A few studies have examined the relationship between perceived social support and academic achievement in Chinese culture. The narrowness of the sample upon which most psychological researches have been conducted raises important questions about the generalizability of this research （Arnett, 2008）. Few studies have examined the mediating processes between perceived social support and academic achievement. And there is few research, if any, examining whether the mediating effect depend on other factors. This present study aimed to explore the moderated mediation among perceived social support, coping efficacy, stressful life events, and academic achievement after controlling for demographic variables. A sample of 1687 adolescents of 6 schools （835 boys and 852 girls, Mage=14.91±1.56） was recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included the perceived social support questionnaire, coping efficacy questionnaire, stressful life events scale, and academic achievement questionnaire. The results indicated that：（1） perceived social support was positively associated with adolescents’ academic achievement; （2） coping efficacy played completely mediating effect between perceived social support and adolescents’ academic achievement. Perceived social support had indirectly influenced academic achievement; （3） stressful life events moderated this mediation effect of coping efficacy. In the context of low stressful life events, with the increase of coping efficacy, adolescents’ academic achievement had obviously ascending trend （b =0.29, t = 7.62, p 〈 0.001）. In the context of high stressful life events, with the increase of coping efficacy, adolescents’ academic achievement had ascending trend （b =0.13, t = 4.23, p 〈 0.001）. In other words, with the increase of stressful life events, the effect of coping efficacy on academic achievement decreased. The theoretical and practical implications of the results were further discussed. Firstly, we should attach importance to the effect of perceived social support on adolescents’ academic achievement. Secondly, we should help adolescents to improve the level of coping efficacy, and adequately reduce adolescents’ stress.