中小学生主观学校地位的内涵及构成指标的探索性建构-《集美大学学报（教育科学版）》

文章信息/Info

Title:: Subjective School Status in Primary and Secondary School Students:An Exploratory Study of Its Connotation and Indicator Construction

Author(s):: YU Yibing; LI Xiaowen; （College of Education,Guangxi Normal University,Guilin 541001,China）

Keywords:: subjective school status; school-aged children and adolescents; think-aloud interview; qualitative study

摘要:: 主观学校地位是学生对于自身在班级群体中所处相对位置的主观判断，被认为与中小学生多项身心发展指标密切关联，然而，已有测量方法难以反映我国中小学生学校地位的核心内涵。研究从社会认知视角出发，采用出声思维访谈法辅助视觉阶梯量表对23名小学四年级至高中三年级学生进行访谈，使用质性分析软件Nvivo12对访谈资料进行编码和定量分析。结果表明：绝大多数受访中小学生确认了学校地位这一现象并初步描述了高低学校地位学生的特征。经过归纳整理，中小学生主观学校地位包括学业表现、人际关系、个性特征、身体魅力、才艺专长等5个维度共11项指标。这一结果可以为学校教育与健康公平的实证研究与干预提供理论依据。

Abstract:: Subjective school status refers to students’ perception of their relative standing within their class group.It is considered to be closely associated with multiple developmental outcomes among children and adolescents.However,existing measurement instruments often fail to capture the core connotations of subjective school status in the Chinese context.From a social-cognitive perspective,this study employed the think-aloud interview method combined with a visual ladder scale to interview 23 students ranging from fourth grade to senior year of high school.Interview transcripts were coded and quantitatively analyzed using NVivo12.The results showed that the majority of participants confirmed the existence of school status and described the characteristics of students with high versus low status.Through systematic coding and categorization,the connotation of subjective school status among Chinese primary and secondary school students was found to comprise five dimensions:academic performance,interpersonal relationships,personal characteristics,physical attractiveness,and talents and hobbies.These dimensions can be further specified as eleven indicators.These findings provide an empirical foundation for future research on school education,health equity,and related intervention programs.