CAJ | 학술논문

通过对709名青少年进行追踪研究，分别以青少年自我报告与教师评价的方式测查了学校氛围与学校适应，主要探讨学校氛围与青少年学校适应的长期预测关系，以及性别在二者间的调节效应。结果表明：（1）青少年第一年感知到的学校氛围能预测其第二年、第三年的适应问题和适应能力，第二年感知到的学校氛围能预测其第三年的适应能力和学业成绩；（2）青少年感知到的自主机会对其学校适应有负面作用；（3）教师支持和同学支持对青少年学校适应具有积极作用，但同学支持的作用会随着在校时间的增加而发生逆转，即第一年的同学支持负向预测第二年的学习问题和第三年的学业成绩，正向预测第三年的适应能力，而第二年的同学支持则对第三年的适应能力和学业成绩均有负向预测作用；（4）女生的学校适应普遍好于男生，性别对学校氛围与青少年学校适应之间的关系具有部分调节作用。
통과대709명청소년진행추종연구，분별이청소년자아보고여교사평개적방식측사료학교분위여학교괄응，주요탐토학교분위여청소년학교괄응적장기예측관계，이급성별재이자간적조절효응。결과표명：（1）청소년제일년감지도적학교분위능예측기제이년、제삼년적괄응문제화괄응능력，제이년감지도적학교분위능예측기제삼년적괄응능력화학업성적；（2）청소년감지도적자주궤회대기학교괄응유부면작용；（3）교사지지화동학지지대청소년학교괄응구유적겁작용，단동학지지적작용회수착재교시간적증가이발생역전，즉제일년적동학지지부향예측제이년적학습문제화제삼년적학업성적，정향예측제삼년적괄응능력，이제이년적동학지지칙대제삼년적괄응능력화학업성적균유부향예측작용；（4）녀생적학교괄응보편호우남생，성별대학교분위여청소년학교괄응지간적관계구유부분조절작용。
The present longitudinal study examined long-time effect of school climate on adolescents＇ school adjustment and the moderate effect of gender on the relations between school climate and school adjustment. Seven hundred and nine early adolescents （355 females） and their head teachers, recruited from Nanjing city in mainland China, participated in the three-wave survey. Adolescents reported school climate which they perceived on the perceived school climate scale, and head teachers rated adolescents＇school adjustment on the teacher-child rating scale. Adolescents＇academic performance was collected from school records every year. Hierarchical regression analyses revealed that （a） the longitudinal associations between school climate and aspects of adolescents＇school adjustment changed with age. Specifically, school climate at the first year significantly predicted adjustment problem and adjustment competence at the second and the third year, however, school climate at the second year predicted adjustment competence and academic performance at third year. （b） In Chinese school, opportunities for student autonomy were negatively associated with school adjustment. （c） Support from teachers and students were positively associated with school adjustment in the first year, however, support from students in the second year negatively predicted adolescents＇school adjustment in the third year. （d） During early adolescence period, girls were rated to display better adjustment competence and fewer adjustment problems than boys. Gender moderated the relation between school climate and school adjustment to some extent.