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Article(id=1325521661260341544, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325521023759691810, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025196, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1744300800000, receivedDateStr=2025-04-11, revisedDate=1748620800000, revisedDateStr=2025-05-31, acceptedDate=null, acceptedDateStr=null, onlineDate=1793958591045, onlineDateStr=2026-11-06, pubDate=1753372800000, pubDateStr=2025-07-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793958591045, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793958591045, creator=13701087609, updateTime=1793958591045, updator=13701087609, issue=Issue{id=1325521023759691810, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='7', pageStart='913', pageEnd='1064', issueExtLink='null', onlineDate='null', pubDate='1753372800000', pubDateStr='2025-07-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793958439054, creator='13701087609', updateTime=1793958439054, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=999, endPage=1004, ext={EN=ArticleExt(id=1325521667941867817, articleId=1325521661260341544, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Effects of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and its subgroup effects, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To explore the influence of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and analyze its subgroup effects, so as to provide a basis for enhancing adolescents' self-efficacy.

Methods

Using a cluster random sampling method, 930 first-year middle school students from four schools in Xiangxi Autonomous Prefecture, Hunan Province, were selected for three longitudinal surveys in October 2023 (T1), April 2024 (T2), and October 2024 (T3). The General Self-efficacy Scale (GSES), Social Support Scale (SSS), and School Connectedness Scale (SCS) were administered. Latent growth mixture modeling (LGMM) was used to identify different developmental trajectories of self-efficacy in early adolescence. Multivariate Logistic regression was employed to examine the associations of self-efficacy trajectories with social support and school connectedness in adolescents.

Results

The developmental trajectory of self-efficacy in adolescents was classified into three categories: category 1 was low efficacy-rapid growth group (53 students, 6.6%), category 2 was moderate efficacy-stable growth group (793 students, 84.1%), and category 3 was high efficacy-rapid decline group (84 students, 9.3%). Using the low efficacy-rapid growth group as the reference, students with higher social support were more likely to belong to the moderate efficacy-stable growth group (OR=1.06, 95%CI=1.03-1.08) and the high efficacy-rapid decline group (OR=1.06, 95%CI=1.03-1.09), students with higher school connectedness were more likely to belong to the high efficacy-rapid decline group (OR=1.10, 95%CI=1.03-1.18) (all P < 0.05). Subgroup analysis revealed significant effects for boarding status (low efficacy-rapid growth group at T1, t=2.10; high efficacy-rapid decline group in social support, t=-2.15) and only-child status (moderate efficacy-stable growth group at T2, t=2.05) (all P < 0.05).

Conclusions

The developmental trajectory of self-efficacy in adolescents exhibits group heterogeneity, with boarding status and only-child status showing subgroup effects. Enhancing social support and school connectedness can help improve self-efficacy in adolescents.

, authors=Chuqi YAN, Aolun WANG, Tiancheng ZHANG*, Fulan ZHANG, Xiangyu LUO, authorsList=Chuqi YAN, Aolun WANG, Tiancheng ZHANG, Fulan ZHANG, Xiangyu LUO, authorCompany=null, correspAuthors=Tiancheng ZHANG, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325521683355935021, articleId=1325521661260341544, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

探讨社会支持与学校联结对青少年自我效能感发展轨迹的影响，并分析其群组效应，为增强青少年自我效能感提供依据。

方法

采用整群随机抽样法，于2023年10月(T1)、2024年4月(T2)、2024年10月(T3)选取湖南省湘西自治州4所中学930名在校初一学生进行3次追踪调查，使用自我效能感量表(GSES)、社会支持量表(SSS)、学校联结量表(SCS)进行问卷调查，运用潜变量增长混合模型(LGMM)分析青少年自我效能感的不同类别，采用多元Logistic回归分析青少年自我效能感发展轨迹与社会支持和学校联结的关联。

结果

青少年自我效能感发展轨迹分为3个类别，类别1为低效能-快速增长组(53名，6.6%)，类别2为中效能-平稳增长组(793名，84.1%)，类别3为高效能-快速下降组(84名，9.3%)。以低效能-快速增长组为参考，社会支持水平高的学生归为中效能-平稳增长组(OR=1.06，95%CI=1.03~1.08)和高效能-快速下降组(OR=1.06，95%CI=1.03~1.09)的概率大，学校联结水平高的学生归为高效能-快速下降组(OR=1.10，95%CI=1.03~1.18)的概率大(P值均 < 0.05)。以是否住宿分组，低效能-快速增长组自我效能感T1(t=2.10)与高效能-快速下降组社会支持(t=-2.15)均出现群组效应(P值均 < 0.05)；以是否独生子女分组，中效能-平稳增长组自我效能感T2(t=2.05)出现群组效应(P < 0.05)。

结论

青少年自我效能感发展轨迹具有群体异质性，住宿和独生子女在青少年自我效能感发展轨迹上存在群组效应。增强社会支持和学校联结有助于提高青少年自我效能感。

, authors=颜楚琦, 王澳伦, 张天成*, 张福兰, 罗湘豫, authorsList=颜楚琦, 王澳伦, 张天成, 张福兰, 罗湘豫, authorCompany=null, correspAuthors=张天成, authorNote=

颜楚琦(2001-), 男, 湖南湘西人, 在读硕士, 主要研究方向为青少年体质与健康促进

, correspAuthorsNote=
张天成，E-mail:
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颜楚琦(2001-), 男, 湖南湘西人, 在读硕士, 主要研究方向为青少年体质与健康促进

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颜楚琦(2001-), 男, 湖南湘西人, 在读硕士, 主要研究方向为青少年体质与健康促进

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Comparison of early adolescents' self-efficacy, school connectedness, and social support across different demographic characteristics(x ± s)

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人口学指标选项人数统计值自我效能感社会支持学校联结
T1T2T3
性别男48725.97±5.8426.97±6.1027.09±5.5258.33±16.5633.08±6.54
女44324.60±5.9625.20±5.1125.82±5.4058.60±15.6232.28±5.88
t值3.554.813.54-0.251.97
P值< 0.01< 0.01< 0.010.800.04
是否独生子女是18725.75±6.0026.74±5.6027.27±5.4058.50±16.7533.01±6.20
否74325.21±5.9125.97±5.7426.27±5.5158.45±15.9532.61±6.26
t值1.121.652.230.030.77
P值0.260.100.030.970.44
住宿情况是17525.50±5.7825.69±5.4426.43±5.2857.14±15.9332.70±6.43
否75525.28±5.9726.22±5.7726.49±5.5558.77±16.1432.69±6.20
t值0.44-1.11-0.13-1.210.02
P值0.660.270.900.230.98
), ArticleFig(id=1325521702859448666, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521661260341544, language=CN, label=表1, caption=

不同人口学特征青少年自我效能感、学校联结和社会支持水平比较(x ± s)

, figureFileSmall=null, figureFileBig=null, tableContent=
人口学指标选项人数统计值自我效能感社会支持学校联结
T1T2T3
性别男48725.97±5.8426.97±6.1027.09±5.5258.33±16.5633.08±6.54
女44324.60±5.9625.20±5.1125.82±5.4058.60±15.6232.28±5.88
t值3.554.813.54-0.251.97
P值< 0.01< 0.01< 0.010.800.04
是否独生子女是18725.75±6.0026.74±5.6027.27±5.4058.50±16.7533.01±6.20
否74325.21±5.9125.97±5.7426.27±5.5158.45±15.9532.61±6.26
t值1.121.652.230.030.77
P值0.260.100.030.970.44
住宿情况是17525.50±5.7825.69±5.4426.43±5.2857.14±15.9332.70±6.43
否75525.28±5.9726.22±5.7726.49±5.5558.77±16.1432.69±6.20
t值0.44-1.11-0.13-1.210.02
P值0.660.270.900.230.98
), ArticleFig(id=1325521703132078427, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521661260341544, language=EN, label=Tab.2, caption=

Fit indices for LGMM models with different numbers of latent classes(n=930)

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模型KAIC值BIC值aBIC值Entropy值PLMR值PBLRT值类别概率
1817 113.8417 152.5217 127.11———1.00
21117 081.6717 134.8517 099.920.89< 0.01< 0.010.05/0.95
31417 026.8817 094.5717 050.110.87< 0.01< 0.010.06/0.09/0.84
41717 010.1617 092.3617 038.370.86< 0.01< 0.010.04/0.06/0.07/0.81
52016 975.0017 071.7117 008.190.760.030.030.03/0.05/0.06/0.41/0.42
), ArticleFig(id=1325521703245324636, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521661260341544, language=CN, label=表2, caption=

不同潜在类别数量的LGMM各个拟合指标(n=930)

, figureFileSmall=null, figureFileBig=null, tableContent=
模型KAIC值BIC值aBIC值Entropy值PLMR值PBLRT值类别概率
1817 113.8417 152.5217 127.11———1.00
21117 081.6717 134.8517 099.920.89< 0.01< 0.010.05/0.95
31417 026.8817 094.5717 050.110.87< 0.01< 0.010.06/0.09/0.84
41717 010.1617 092.3617 038.370.86< 0.01< 0.010.04/0.06/0.07/0.81
52016 975.0017 071.7117 008.190.760.030.030.03/0.05/0.06/0.41/0.42
), ArticleFig(id=1325521703568286045, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521661260341544, language=EN, label=Tab.3, caption=

Comparison of self-efficacy, school connectedness, and social support levels between male and female students across different developmental classes(x ± s)

, figureFileSmall=null, figureFileBig=null, tableContent=
组别性别人数统计值自我效能感学校联结社会支持
T1T2T3
低效能-快速增长男2917.28±3.3920.52±3.4332.31±2.6227.83±6.8244.41±17.29
女2417.54±2.3423.21±3.1233.13±2.7427.63±7.5140.25±16.72
t值-0.33-2.96*-1.100.100.89
中效能-平稳增长男41025.96±5.0927.11±5.8127.64±4.8533.23±6.2658.84±15.74
女38324.22±5.1824.98±5.0025.87±5.0332.30±5.5559.22±14.63
t值4.76**5.52**5.04**2.21*-0.35
高效能-快速下降男4831.33±6.6029.69±7.1019.19±4.7635.00±7.3362.42±19.03
女3633.31±6.2128.94±5.6520.36±4.3635.17±6.2864.28±17.06
t值-1.390.52-1.16-0.11-0.46
), ArticleFig(id=1325521703727669598, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521661260341544, language=CN, label=表3, caption=

不同发展类别男女生自我效能感、学校联结及社会支持水平比较(x ± s)

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组别性别人数统计值自我效能感学校联结社会支持
T1T2T3
低效能-快速增长男2917.28±3.3920.52±3.4332.31±2.6227.83±6.8244.41±17.29
女2417.54±2.3423.21±3.1233.13±2.7427.63±7.5140.25±16.72
t值-0.33-2.96*-1.100.100.89
中效能-平稳增长男41025.96±5.0927.11±5.8127.64±4.8533.23±6.2658.84±15.74
女38324.22±5.1824.98±5.0025.87±5.0332.30±5.5559.22±14.63
t值4.76**5.52**5.04**2.21*-0.35
高效能-快速下降男4831.33±6.6029.69±7.1019.19±4.7635.00±7.3362.42±19.03
女3633.31±6.2128.94±5.6520.36±4.3635.17±6.2864.28±17.06
t值-1.390.52-1.16-0.11-0.46
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社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析
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颜楚琦 , 王澳伦 , 张天成 * , 张福兰 , 罗湘豫
中国学校卫生 | 心理卫生 2025,46(7): 999-1004
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中国学校卫生 |心理卫生 2025 , 46 (7) : 999 -1004
社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析
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颜楚琦, 王澳伦, 张天成* , 张福兰, 罗湘豫
作者信息
  • 吉首大学体育科学学院, 湖南 416000
通讯作者:
张天成，E-mail:
作者简介:

颜楚琦(2001-), 男, 湖南湘西人, 在读硕士, 主要研究方向为青少年体质与健康促进

Effects of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and its subgroup effects
Chuqi YAN, Aolun WANG, Tiancheng ZHANG* , Fulan ZHANG, Xiangyu LUO
Affiliations
  • College of Sports Science, Jishou University, Jishou 416000, Hunan Province, China
出版时间: 2025-07-25 doi: 10.16835/j.cnki.1000-9817.2025196
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摘要
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目的

探讨社会支持与学校联结对青少年自我效能感发展轨迹的影响，并分析其群组效应，为增强青少年自我效能感提供依据。

方法

采用整群随机抽样法，于2023年10月(T1)、2024年4月(T2)、2024年10月(T3)选取湖南省湘西自治州4所中学930名在校初一学生进行3次追踪调查，使用自我效能感量表(GSES)、社会支持量表(SSS)、学校联结量表(SCS)进行问卷调查，运用潜变量增长混合模型(LGMM)分析青少年自我效能感的不同类别，采用多元Logistic回归分析青少年自我效能感发展轨迹与社会支持和学校联结的关联。

结果

青少年自我效能感发展轨迹分为3个类别，类别1为低效能-快速增长组(53名，6.6%)，类别2为中效能-平稳增长组(793名，84.1%)，类别3为高效能-快速下降组(84名，9.3%)。以低效能-快速增长组为参考，社会支持水平高的学生归为中效能-平稳增长组(OR=1.06，95%CI=1.03~1.08)和高效能-快速下降组(OR=1.06，95%CI=1.03~1.09)的概率大，学校联结水平高的学生归为高效能-快速下降组(OR=1.10，95%CI=1.03~1.18)的概率大(P值均 < 0.05)。以是否住宿分组，低效能-快速增长组自我效能感T1(t=2.10)与高效能-快速下降组社会支持(t=-2.15)均出现群组效应(P值均 < 0.05)；以是否独生子女分组，中效能-平稳增长组自我效能感T2(t=2.05)出现群组效应(P < 0.05)。

结论

青少年自我效能感发展轨迹具有群体异质性，住宿和独生子女在青少年自我效能感发展轨迹上存在群组效应。增强社会支持和学校联结有助于提高青少年自我效能感。

社会支持  /  学校联结  /  自我  /  精神卫生  /  回归分析  /  青少年
Objective

To explore the influence of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and analyze its subgroup effects, so as to provide a basis for enhancing adolescents' self-efficacy.

Methods

Using a cluster random sampling method, 930 first-year middle school students from four schools in Xiangxi Autonomous Prefecture, Hunan Province, were selected for three longitudinal surveys in October 2023 (T1), April 2024 (T2), and October 2024 (T3). The General Self-efficacy Scale (GSES), Social Support Scale (SSS), and School Connectedness Scale (SCS) were administered. Latent growth mixture modeling (LGMM) was used to identify different developmental trajectories of self-efficacy in early adolescence. Multivariate Logistic regression was employed to examine the associations of self-efficacy trajectories with social support and school connectedness in adolescents.

Results

The developmental trajectory of self-efficacy in adolescents was classified into three categories: category 1 was low efficacy-rapid growth group (53 students, 6.6%), category 2 was moderate efficacy-stable growth group (793 students, 84.1%), and category 3 was high efficacy-rapid decline group (84 students, 9.3%). Using the low efficacy-rapid growth group as the reference, students with higher social support were more likely to belong to the moderate efficacy-stable growth group (OR=1.06, 95%CI=1.03-1.08) and the high efficacy-rapid decline group (OR=1.06, 95%CI=1.03-1.09), students with higher school connectedness were more likely to belong to the high efficacy-rapid decline group (OR=1.10, 95%CI=1.03-1.18) (all P < 0.05). Subgroup analysis revealed significant effects for boarding status (low efficacy-rapid growth group at T1, t=2.10; high efficacy-rapid decline group in social support, t=-2.15) and only-child status (moderate efficacy-stable growth group at T2, t=2.05) (all P < 0.05).

Conclusions

The developmental trajectory of self-efficacy in adolescents exhibits group heterogeneity, with boarding status and only-child status showing subgroup effects. Enhancing social support and school connectedness can help improve self-efficacy in adolescents.

Social support  /  School connections  /  Ego  /  Mental health  /  Regression analysis  /  Adolescent
颜楚琦, 王澳伦, 张天成, 张福兰, 罗湘豫. 社会支持与学校联结对青少年自我效能感发展轨迹的影响及群组效应分析. 中国学校卫生, 2025 , 46 (7) : 999 -1004 . DOI: 10.16835/j.cnki.1000-9817.2025196
Chuqi YAN, Aolun WANG, Tiancheng ZHANG, Fulan ZHANG, Xiangyu LUO. Effects of social support and school connectedness on the developmental trajectory of self-efficacy in adolescents and its subgroup effects[J]. Chinese Journal of School Health, 2025 , 46 (7) : 999 -1004 . DOI: 10.16835/j.cnki.1000-9817.2025196
正文
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自我效能感是个体对自身完成特定任务能力的主观评估，是影响青少年动机、学习与适应的重要内部因素[1]。研究指出，自我效能感水平不仅关系到学生的学业成绩和心理健康，还直接影响其社会适应与未来发展路径[2]。国际学生评估项目2018年调查显示，中国学生自我效能感整体低于经济合作与发展组织国家平均水平[3]，反映出青少年在学业与社会压力下存在“低效能”现象[4]。尤其在10~14岁阶段，个体正处于心理与生理快速发展期，自我效能感易受学校环境与社会支持影响[5]。研究表明，学校联结与社会支持是促进自我效能感提升的关键外部资源[6]。青少年自我效能感的发展并非呈现统一模式，而是存在个体差异[7]。在群体互动中，青少年常通过模仿同伴行为建构自我认知与行为模式，这种“群组效应”对个体效能感的发展具有潜移默化的影响[8]。本研究采用潜变量增长混合模型(latent growth mixture modeling, LGMM)，探究社会支持与学校联结对青少年自我效能感发展轨迹的影响，并进一步分析社会支持与学校联结及3个时间点的自我效能感在性别、独生子女和住宿变量上是否存在群组效应，为增强青少年自我效能感提供理论基础与实践路径。
1　对象与方法
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1.1　对象
采用整群随机抽样法，选取湖南省湘西自治州城区4所公立中学，以每所中学初中一年级的班级为抽样单位，采用随机数字表法在每所学校抽取5个班级，共对20个班级的1 127名学生进行追踪调查，共调查3次。于2023年10月进行第1次调查(T1)，发放问卷1 127份，回收1 068份，有效率为94.8%；2024年4月进行第2次调查(T2)，发放问卷1 127份，回收1 025份，有效率为90.9%；2024年10月进行第3次调查(T3)，发放问卷1 127份，回收1 052份，有效率为93.3%。剔除有缺失值或随意填写的无效问卷后，以全部完成3次施测且问卷编码对应一致的930名学生作为有效研究样本，其中男生487名，女生443名。年龄11~14岁，平均年龄(12.82±0.61)岁。本研究取得所调查学校的许可和调查对象及家长的知情同意，已通过吉首大学生物医学伦理委员会审批(批号：JSDX-2023-0034)。
1.2　方法
1.2.1　一般人口学特征
主要包括性别、年龄、住宿、独生子女等。
1.2.2　自我效能感量表(General Self-efficacy Scale，GSES)
采用王才康等[9]翻译修订的一般自我效能感量表，该量表包含10个题目，采用Likert 5级评分，0=“非常不符合”~4=“非常符合”，总分0~40分，得分越高表明自我效能感越强。该量表适用于青少年自我效能感的评估，具有良好的信度和效度[5]。本研究中3次调查该量表的Cronbach α系数分别为0.91，0.95，0.90。
1.2.3　学校联结量表(School Connectedness Scale，SCS)
T1测试，采用喻承甫等[10]编制的量表，该量表包含同伴关系、师生关系、学校归属感3个维度，共10个题目，采用Likert 5点计分，0=“非常不符合”~4=“非常符合”，总分0~50分，得分越高表示学校联结水平越高。本研究中各维度的Cronbach α系数分别为0.81，0.82，0.80。
1.2.4　社会支持量表(Social Support Scale，SSS)
T1测试，采用叶悦妹等[11]编制的儿童青少年社会支持量表，包括主观支持、客观支持、支持利用度3个维度，共17个条目，采用Likert 5点评分法，0=“非常不符合”~4=“非常符合”，总分0~85分，得分越高说明个体所感知的社会支持越多，其社会支持水平越高。本研究中各维度的Cronbach α系数分别为0.91，0.94，0.93。
1.3　质量控制
调查前对发放问卷人员进行系统性培训，明确问卷的构成以及相关问题的答题方式；现场调查时统一进入班级在班主任配合下发放问卷；调查后的问卷内容采用双录入。本次为匿名调查，以学号为唯一识别代码进行样本追踪。问卷当场发放当场回收，剔除有缺失值或随意填写的无效问卷。
1.4　统计学分析
采用SPSS 29.0软件对数据进行描述性统计，经正态性检验，自我效能感、社会支持、学校联结均呈正态分布。将社会支持与学校联结作为协变量，采用Pearson相关性检验自我效能感(T1、T2、T3)与社会支持和学校联结的相关性；采用Mplus 8.3软件探究青少年早期自我效能感的整体发展趋势，首先进行潜在增长模型分析考察自我效能感的发展趋势。之后采用LGMM探究青少年早期自我效能感发展轨迹的异质性。最佳模型的确定通过以下指标进行综合判断：赤池信息准则(akaike information criterion，AIC)、贝叶斯信息量准则(Bayesian information criterion，BIC)和样本量调整BIC(sample size-adjusted BIC，aBIC)值越低表示模型拟合越好；洛-门德尔-鲁宾调整似然比(Lo-Mendell-Rubin Adjusted，LMR)检验和自助法似然比(bootstrap likelihood ratio test，BLRT)检验的P < 0.05，提示当前模型显著优于上一个分类的模型[5]；Entropy值>0.80表明分类的精准度较高[12]。基于此模型结构，提出以下研究假设：假设1，青少年早期自我效能感存在不同发展轨迹；假设2，社会支持与学校联结是自我效能感发展的预测因素；假设3，性别、住宿与独生子女身份等协变量以及3个时间点的自我效能感水平均存在群组效应。在明确潜在类别后，进一步采用多元Logistic回归分析不同发展轨迹与社会支持、学校联结之间的关联，采用t检验考察自我效能感在不同协变量(性别、独生、住宿)上的群组效应。检验水准α=0.05。
2　结果
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2.1　不同人口学特征青少年自我效能感、社会支持及学校联结水平比较
男生在3个施测点的自我效能感均高于女生，男生学校联结得分高于女生。在T3时独生自我效能感高于非独生子女，差异均有统计学意义(P值均 < 0.05)。见表1。
2.2　青少年自我效能感、学校联结和社会支持相关性分析
在相关矩阵中，3个不同时间点的自我效能感(T1、T2、T3)水平两两均呈正相关(r值分别为0.54，0.25，0.46)，与学校联结、社会支持均呈正相关(r值分别为0.41，0.40，0.26，0.27，0.14，0.13)(P值均 < 0.05)。
2.3　青少年自我效能感发展轨迹的异质性识别
潜在增长模型的分析结果表明，自我效能感随时间变化呈现上升趋势(截距I=4.76，SE=0.19，P < 0.01；斜率S=0.21，SE=0.04，P < 0.01)。随后，采用LGMM对数据进行分析，提取1~5潜在类别，由表2可见，3类别为最佳结果。
结合图1对青少年自我效能感3种发展类别进行命名。第1个潜在类别在3个时间点上均表现出逐渐上升的趋势，且在初二年级时上升到最高(截距I=18.04，SE=0.58，P < 0.01；斜率S=4.71，SE=0.32，P=0.01)，将其命名为“低效能-快速增长”(53名，占比6.6%)；第2个潜在类别在3个时间点表现出平缓上升的趋势(截距I=25.31，SE=0.19，P < 0.01；斜率S=0.48，SE=0.08，P < 0.01)，将其命名为“中效能-平稳增长”(793名，占比84.1%)；第3个潜在类别在初一时的自我效能感较高，但到初二时，显著下降(截距I=32.4，SE=1.30，P < 0.01；斜率S=-4.09，SE=0.30，P < 0.01)，将其命名为“高效能-快速下降”(84名，占比9.3%)。
2.4　社会支持与学校联结对青少年自我效能感发展轨迹的预测作用
为探究基线变量对青少年自我效能感发展轨迹的预测作用，以潜在类别为因变量，以学校联结和社会支持为自变量建立Logistic回归方程，结果表明，以低效能-快速增长组为参考，社会支持水平越高归为中效能-平稳增长组[OR值(95%CI)=1.06(1.03~1.08)]和高效能-快速下降组[OR值(95%CI)=1.06(1.03~1.09)]的概率越大，学校联结水平越高归为高效能-快速下降组[OR值(95%CI)=1.10(1.03~1.18)]的概率越大(P值均 < 0.05)。
2.5　青少年自我效能感发展轨迹及其群组效应分析
以性别、独生子女、是否住宿为分组变量，进一步分析协变量和3个不同时间点自我效能感的群组效应。其中，在以性别为分组变量的差异检验中，总体和分组差异均有统计学意义，但群组效应不明显。其中，中效能-平稳增长组中，男生在3个时间点的自我效能感均高于女生(P值均 < 0.01)；低效能-快速增长组中，T2时女生自我效能感高于男生(P < 0.05)。见表3。以是否住宿作为分组变量的差异检验中，从总体层面进行分析，所有变量组间差异均无统计学意义(P值均>0.05)。以是否住宿分组来考虑群体异质性时，低效能-快速增长组自我效能感T1(t=2.10)和高效能-快速下降组社会支持(t=-2.15)差异均有统计学意义(P值均 < 0.05)，体现群组效应。以是否独生子女作为分组变量的差异性检验中，自我效能感T2在总体上差异无统计学意义(P>0.05)，在进行是否独生子女分组后，中效能-平稳增长组自我效能感T2差异有统计学意义(t=2.05，P < 0.05)，体现群组效应。
3　讨论
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本研究揭示了青少年自我效能感的发展轨迹异质性。潜在增长模型分析结果显示，自我效能感随时间总体呈上升趋势，但进一步采用LGMM后，识别出3类不同的发展轨迹：“低效能-快速增长组”“中效能-平稳增长组”以及“高效能-快速下降组”，与以往纵向研究分类结果相似[1]。其中，中效能-平稳增长组占比高，反映出大多数青少年的自我效能感维持在中等水平并呈现稳定提升趋势，与Bandura[13]关于自我效能随经验积累逐步增强的观点一致。结合发展心理学视角，青少年早期是个体从小学迈向初中的过渡阶段，同时也是童年向青春期过渡的关键时期[5]，个体在学业、人际、家庭等多重社会化情境中逐渐形成对自我能力的认知和评价，这种“逐步适应—稳步发展”的轨迹较为常见[14]。此外，低效能-快速增长组与高效能-快速下降组呈“轴对称”分布，提示个体自我效能感发展可能受到社会支持、学校适应与个体应对策略等多重因素的交互影响。研究指出，初中阶段青少年在适应新学业任务与角色身份转变时，自我效能感可能会呈现出明显的变化[15]。处于高效能-快速下降轨迹的青少年，初始自我效能水平较高，但可能由于现实挫折或学校适应困难，导致其自我认知调整出现负向转变[16]。相反，低效能-快速增长组的个体可能在逐渐适应环境的过程中积累积极经验，从而推动自我效能感的正向发展[13]。识别自我效能感的发展轨迹，有助于为青少年群体提供更具针对性的心理支持和教育干预。
本研究发现，社会支持和学校联结与青少年自我效能感发展轨迹关联有统计学意义，与以往研究结果一致[17-18]。根据社会支持的缓冲器模型可知，来自外界的社会支持能够有效缓冲生活压力事件对身心状况的消极影响，维持和提高个体自我效能感水平[19]。以低效能-快速增长组为参考，学校联结水平越高的被试者，更易被归为高效能-快速下降组。学校联结水平高的初中生在面对挫折和失败时，通常能够获得更多的心理支持和鼓励，有助于他们增强心理韧性，学会从失败中吸取教训，调整心态，积极面对困难和挑战，从而保持较高的自我效能感[18, 20]。同时，生态系统理论指出，个体的成长与环境紧密相连[14]，社会支持与学校联结作为青少年成长微观系统中的重要组成部分，能够为青少年提供情感、物质和信息等方面的支持，满足其基本心理需求，从而增强自我效能感。
本研究发现，以是否住宿为分组的自我效能感T1、T2、T3与以是否独生分组的学生自我效能感T1、T2差异均无统计学意义。但是在对不同群体进行细分并考虑其异质性后，对3个特定群体的独生与否和住宿情况进行单独检验时，发现在住宿分组的自我效能感T1与独生子女分组的自我效能感T2在子群体中差异有统计学意义。这一现象可能是由于在分析具有较高异质性的群体时，独生子女与住宿情况的总体差异分析产生了相互抵消的作用。提示先前研究在未充分考量群体异质性的情况下，直接应用独生子女与住宿情况等因素对纵向数据进行检验的方法可能不够全面[14]。从家庭资源与关注分配理论进行分析，独生子女因独享父母关注与资源，通常自我效能感较强，而非独生子女因资源分享不足与竞争加剧，可能表现出较低的自我效能感[21]。住宿生由于相处时间更长、互动更频繁，更易形成紧密友谊，从而在同伴关系上更具优势[22]。这种差异导致了他们在自我效能感上的群组效应。在同伴群体中，个体的自我效能感会受到同伴的影响，如果一个群体中的大部分成员具有较高的自我效能感，那么这种积极的心理状态会通过同伴间的互动传播给其他成员[23]。青少年自我效能感发展轨迹存在独生和住宿的群组效应，不仅体现于自我效能感上，也体现在协变量中。高效能-快速下降组中住宿生与非住宿生的社会支持不同，可能源于两者在居住环境、作息安排及社交互动等方面存在的差异，非住宿生在家庭环境中与父母、亲戚、朋友等不同角色的人相处，可以学习和培养各种社交技能，有助于他们在学校和社会中更好地与他人沟通和互动，从而获得更多的社会支持[24]。而住宿生主要与同伴和老师相处，社交关系网的培养可能相对单一，影响他们获取社会支持的效果。
本研究具有一定的局限性：首先，研究选取的是湖南省湘西自治州的初一年级学生，样本量选取的代表性有限，后续研究可以增加不同省市地区的样本，使得研究结果更具普及性和代表性；其次，研究仅使用了自我报告的方法，数据采集比较单一，未来应考虑更为多样化的数据采集方式，以保证数据的客观性与全面性。
基金
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  • 湖南省社会科学基金一般项目(24YBA308); 湖南省教育厅科学研究重点项目(24A0381); 吉首大学研究生校级科研课题(JGY24111)
文献
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2025年第46卷第7期
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doi: 10.16835/j.cnki.1000-9817.2025196
  • 接收时间：2025-04-11
  • 首发时间：2026-11-06
  • 出版时间：2025-07-25
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  • 收稿日期：2025-04-11
  • 修回日期：2025-05-31
基金
湖南省社会科学基金一般项目(24YBA308); 湖南省教育厅科学研究重点项目(24A0381); 吉首大学研究生校级科研课题(JGY24111)
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    吉首大学体育科学学院, 湖南 416000

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张天成，E-mail:
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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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