Abstract: Objective To investigate the relationship between school climate,psychological capital and academic achievement of left-behind students in junior middle school. Method Perceived School Climate Inventory-M,Psychological Capital Questionnaire for Junior High School and Academic Achievement Scale were used for 392 left-behind students in junior middle school from Guangxi Zhuang Autonomous Region.Results There were significant gender differences in academic achievement.School climate,psychological capital and academic achievement had significant differences in grades.There were significant correlations between school climate,psychological capital and academic achievement.Psychological capital played an intermediary role between school climate and academic achievement.Conclusion Perceived school climate indirectly affects academic achievement through psychological capital.

Key words: school climate, psychological capital, academic achievement, left-behind junior middle school students

摘要： 目的 探讨留守初中生学校气氛、心理资本和学业成就之间的关系。方法 采用学校气氛量表、心理资本问卷和学业成就量表,对广西壮族自治区4所初级中学392名留守初中生进行测查。结果 不同性别留守初中生的学业成就存在显著差异,不同年级留守初中生在学校气氛、心理资本和学业成就上存在显著差异;留守初中生的学校气氛、心理资本及学业成就两两之间相关显著;心理资本在学校气氛和学业成就之间起完全中介作用。结论 留守初中生感知到的学校气氛通过心理资本间接影响学生的学业成就。

关键词: 学校气氛, 心理资本, 学业成就, 留守初中生