Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model

被引：11

作者：

Li, Ling ^{[1
]}

Liu, Yutian ^{[1
]}

Peng, Zhenfei ^{[1
]}

Liao, Meiqin ^{[1
]}

Lu, Liucun ^{[1
]}

Liao, Huan ^{[1
]}

Li, Hui ^{[2
]}

机构：

[1] Southwest Univ, Ctr Educ Policy, Chongqing, Peoples R China

[2] Macquarie Univ, Sch Educ, N Ryde, NSW, Australia

来源：

CHILDREN AND YOUTH SERVICES REVIEW | 2020年 / 119卷

关键词：

Peer relationships; Science literacy; Motivation; Self-efficacy; ACADEMIC-ACHIEVEMENT; MIDDLE SCHOOL; BELIEFS; FRIENDSHIPS;

D O I：

10.1016/j.childyouth.2020.105524

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This study aims to investigate the possible mediating and moderating factors in the relationship between peer relationships and science literacy in ethnic Zhuang adolescents, the largest ethnic minority group in China. Altogether 596 Grade 9 Zhuang students (N-female = 293, M-age = 14.74, SD = 1.38) were surveyed and tested with PISA Science (2008). The descriptive and PROCESS analyses have confirmed that motivation acted as a mediator between peer relationships and science literacy, and self-efficacy acted as a moderator. This model indicated that positive peer relationships would cause higher motivation associated with higher science literacy. Besides, self-efficacy could significantly moderate the mediation effect of motivation in females, indicating that more attention should be paid to female Zhuang students to enhance their self-efficacy and, accordingly, science literacy.

引用

页数：8

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