中文摘要：

采用交叉滞后设计,使用学业成绩自我评定量表、青少年生活事件量表的学业分量表以及青少年早期气质量表的意志控制分量表对1263名青少年进行间隔两年的两次测查,考察青少年学业成绩不良、学业压力与意志控制的关系。潜变量交叉滞后分析发现,青少年的意志控制显著负向预测两年后的自我感知学业成绩不良,自我感知的学业成绩不良无法显著预测日后的意志控制;学业压力显著负向预测日后的意志控制,意志控制无法显著预测日后的学业压力。这些结果表明,青少年学业领域发展与自我调控能力发展间存在动态联系。

英文摘要：

The current study was to explore the reciprocal associations between the two forms of academic difficulties-academic underachievement and academic pressure--and effortful control among adolescent. Latent structure equation modeling revealed that effortful control at T1 could negatively predict academic underachievement at T2, and academic pressure at T1 negatively predicts effortful control at T2. Academic underachievement at T1 could not predict effortful control at T2, and effortful control at T1 could not predict academic pressure at T2. In general, these findings revealed the specific associations between two forms of academic difficulties and effortful control, and demonstrated that there were dynamic and reciprocal associations between academic development and self-regulation.