青少年感恩与问题行为的关系:学校联结的中介作用  

Relationship between Adolescents’ Gratitude and Problem Behavior:The Mediating Role of School Connectedness

作　　者：喻承甫[1] 张卫[1] 曾毅茵[1] 叶婷[2] 李月明[1] 王姝君[1] 

机构地区：[1]华南师范大学教育科学学院,广州510631 [2]深圳大学管理学院,深圳518060

出　　处：《心理发展与教育》2011年第4期425-433,共9页Psychological Development and Education

基　　金：广东省高校人文社科创新团队项目"当代青少年的精神信仰及对其发展的影响"

摘　　要：采用青少年感恩量表、学校联结量表、青少年外化问题行为调查表和焦虑抑郁量表对1217名中学生进行调查,考察了青少年感恩与其问题行为的关系,以及学校联结的同学支持、教师支持和学校归属感三大成分在其中的系列中介作用。结果表明:(1)青少年感恩与其外化问题行为和内化问题行为(以焦虑抑郁为指标)均显著负相关;(2)学校联结三大成分在感恩与其外化和内化问题行为之间均起着系列中介作用,即感恩对青少年学校归属感既有直接影响,也通过增强同学支持和教师支持间接促进其发展,进而学校联结的三成分共同作用减少青少年的外化和内化问题行为。To examine the relationship between adolescents’ gratitude and problem behavior,as well as a serial mediating roles of peer support,teacher support and school belonging as elements of school connectedness,1217 adolescents were tested with Adolescents’ Gratitude Scale,School Connectedness Scale,Externalizing Problem Behavior Questionnaire,and Anxiety /Depression Scale. The results indicated that：（1） Adolescents’ gratitude was significantly negatively associated with their externalizing and internalizing problem behavior;（2） The three elements of school connectedness played a serial mediating role in the relationship between gratitude and adolescents’ problem behavior. That is,gratitude not only had a direct influence on adolescents’ school belonging,but also promoted school belonging indirectly by increasing peer support and teacher support,suggesting the three elements of school connectedness work together with each other to reduce adolescents’ problem behavior.

关 键 词：青少年 感恩 问题行为 学校联结 中介作用 

分 类 号：B844.2[哲学宗教—发展与教育心理学]