Longitudinal Relationships of Cumulative Family Risk on Academic Buoyancy of Middle School Students: The Mediating Role of Self-Efficacy and The Moderating Role of Peer Support

doi:10.12139/j.1672-0628.2025.04.008

Abstract

Abstract:

This study aimed to explore the longitudinal predictive role of cumulative family risk on academic buoyancy, as well as the mediating effect of self-efficacy and the moderating effect of peer support. A total of 523 middle school students from Beijing participated in two questionnaire surveys conducted five months apart. The results indicated that cumulative family risk at Time 1 (T1) indirectly predicted the development of academic buoyancy at Time 2 (T2) through self-efficacy at T2, and self-efficacy had a protective effect on the development of academic buoyancy among middle school students. T2 peer support moderated the first-stage path of the mediating model where T1 cumulative family risk affected T2 academic buoyancy through T2 self-efficacy. The moderating effect suggests that the protective role of peer support is more pronounced among students with low cumulative family risk. Therefore, both self-efficacy and peer support are crucial protective factors for the development of academic buoyancy among middle school students. It should be noted that as cumulative family risk intensifies, the protective effect of peer support on individuals gradually diminishes.

Key words: academic buoyancy, cumulative family risk, self-efficacy, peer support, middle school students

摘要：

为探讨累积家庭风险对日常性学业弹性的纵向预测作用，以及自我效能感的中介作用及同伴支持的调节作用，本研究以523名北京市中学生为被试，进行两次间隔五个月的问卷调查。结果发现：T1累积家庭风险通过T2自我效能感间接预测T2日常性学业弹性的发展，自我效能感对中学生日常性学业弹性的发展具有保护作用。T2同伴支持调节了T1累积家庭风险→T2自我效能感→T2日常性学业弹性的前半段路径，调节效应表明同伴支持的保护性作用在低累积家庭风险的中学生群体中更明显。因此，自我效能感和同伴支持对中学生日常性学业弹性的发展具有重要保护作用，需要注意的是, 在累积家庭风险越来越严重的情境下，同伴支持对个体的保护作用逐渐减弱。

关键词: 日常性学业弹性, 累积家庭风险, 自我效能感, 同伴支持, 中学生

Qiaoling YE, Ting ZHOU, Wen LI, Zheng HUANG. Longitudinal Relationships of Cumulative Family Risk on Academic Buoyancy of Middle School Students: The Mediating Role of Self-Efficacy and The Moderating Role of Peer Support[J]. Studies of Psychology and Behavior, 2025, 23(4): 487-495.

叶巧玲, 周婷, 李文, 黄峥. 累积家庭风险与中学生日常性学业弹性的纵向关系：自我效能感的中介和同伴支持的调节作用[J]. 心理与行为研究, 2025, 23(4): 487-495.

Figures/Tables 7

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	M	SD	1	2	3	4	5	6	7
1.T1累积家庭风险	1.56	1.48
2.T2累积家庭风险	1.66	1.58	0.63***
3.T1自我效能感	2.89	0.70	−0.38***	−0.28***
4.T2自我效能感	2.87	0.71	−0.25***	−0.38***	0.40***
5.T1日常性学业弹性	3.91	0.86	−0.39***	−0.28***	0.65***	0.30***
6.T2日常性学业弹性	3.89	0.93	−0.24***	−0.36***	0.27***	0.54***	0.34***
7.T1同伴支持	4.31	0.85	−0.35***	−0.26***	0.45***	0.24***	0.49***	0.21***
8.T2同伴支持	4.28	0.82	−0.25***	−0.36***	0.24***	0.40***	0.25***	0.41***	0.48***

	M	SD	1	2	3	4	5	6	7
1.T1累积家庭风险	1.56	1.48
2.T2累积家庭风险	1.66	1.58	0.63***
3.T1自我效能感	2.89	0.70	−0.38***	−0.28***
4.T2自我效能感	2.87	0.71	−0.25***	−0.38***	0.40***
5.T1日常性学业弹性	3.91	0.86	−0.39***	−0.28***	0.65***	0.30***
6.T2日常性学业弹性	3.89	0.93	−0.24***	−0.36***	0.27***	0.54***	0.34***
7.T1同伴支持	4.31	0.85	−0.35***	−0.26***	0.45***	0.24***	0.49***	0.21***
8.T2同伴支持	4.28	0.82	−0.25***	−0.36***	0.24***	0.40***	0.25***	0.41***	0.48***

结果变量	预测变量	R	R²	F	β	SE	t	LLCI	ULCI
T2自我效能感	T1累积家庭风险	0.43	0.19	40.19***	−0.17***	0.04	−4.23	−0.23	−0.09
	T2同伴支持				0.37***	0.04	8.92	0.29	0.45
	T1累积家庭风险×T2同伴支持				−0.08*	0.04	−1.99	−0.15	−0.001
T2日常性学业弹性	T1累积家庭风险	0.55	0.31	115.27***	−0.11**	0.04	−2.87	−0.18	−0.03
T2日常性学业弹性	T2自我效能感	0.55	0.31	115.27***	0.52***	0.04	13.72	0.44	0.59

结果变量	预测变量	R	R²	F	β	SE	t	LLCI	ULCI
T2自我效能感	T1累积家庭风险	0.43	0.19	40.19***	−0.17***	0.04	−4.23	−0.23	−0.09
	T2同伴支持				0.37***	0.04	8.92	0.29	0.45
	T1累积家庭风险×T2同伴支持				−0.08*	0.04	−1.99	−0.15	−0.001
T2日常性学业弹性	T1累积家庭风险	0.55	0.31	115.27***	−0.11**	0.04	−2.87	−0.18	−0.03
T2日常性学业弹性	T2自我效能感	0.55	0.31	115.27***	0.52***	0.04	13.72	0.44	0.59

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