品格优势、应激生活事件与中学生情感幸福感的关系  

Relationship of character strengths,life stress events and affective well-being in middle school students

作　　者：李婷婷[1] 刘晓明[1] 

机构地区：[1]东北师范大学教育学部心理学院,长春130024

出　　处：《中国心理卫生杂志》2016年第7期527-533,共7页Chinese Mental Health Journal

基　　金："2015-2016联校教育社科医学研究论文奖计划"资助(JX2015009)

摘　　要：目的：探讨中学生品格优势、应激生活事件与情感幸福感的关系。方法：采用分层抽样的方式选取初一至高三学生576人,采用中文版品格优势问卷（CVQ）测量品格优势水平,青少年生活事件量表（ASLEC）测量生活应激水平,积极情感消极情感量表（PANAS）测量情感幸福感水平。使用Bootstrap程序对应激生活事件在品格优势与情感幸福感之间的中介作用进行检验。结果：CVQ得分与PANAS得分呈正相关（r=0.47、0.55、0.31,均P〈0.01）,与人际关系因子（r=-0.43、-0.36、-0.28,均P〈0.01）、学习压力因子得分（r=-0.29、-0.37、-0.33,均P〈0.01）呈负相关,人际关系、学习压力因子得分与PANAS得分呈负相关（r=-0.28、-0.66,均P〈0.01）。人际关系和学习压力因子得分共同解释了情感幸福感28%的变异,亲和力优势、生命力优势、意志力优势得分共同解释了另外9%的变异。人际关系得分在亲和力优势与情感幸福感得分间的中介效应有统计学意义（中介效应值为0.36,95%CI：0.25~0.43）;学习压力得分在意志力优势与情感幸福感得分间的中介效应有统计学意义（中介效应值为0.39,95%CI：0.26~0.44）。结论：本研究提示,人际关系在中学生的亲和力优势与情感幸福感间起中介作用,学习压力在意志力优势与情感幸福感间起中介作用。Objective：To explore the relationship of character strengths,life stress events,and affective wellbeing inmiddle school students.Methods：A total of 576 middle school students in grade 7 to grade 12 were selectedwith the method of stratified sampling.The Chinese Virtues Questionnaire（CVQ） was used to measure the degree of their character strengths,Adolescent Self-rating Life Events Checklist（ASLEC） to measure the degree of life stress events,Positive Affecting and Negative Affecting Scale（PANAS） to measure the degree of affective well-being.Bootstrap was used to test the mediating effect of life stress events on the relationship between character strengths and affective well-being.Results：The scores of CVQ were positively correlated with PANAS scores（r =0.47,0.55,0.31;Ps〈0.01）,and negatively correlated with the scores of relationship（r =-0.43,-0.36,-0.28;Ps〈0.01） and academic stress（r =-0.29,-0.37,-0.33;Ps〈0.01）.The scores of relationshipand academic stress were negatively correlated with the scores of PANAS（r =-0.28,-0.66;Ps〈0.01）.Regression analyses indicated that the scores of relationship and academic stress explained approximately 28%of the variance of affective well-being,while relationship,vitality,and conscientiousness contributed to another 9%of affective wellbeing.Bootstrap test showed that relationship stress scores mediated scores of relationship strength and affective well-being scores,and the mediating effect was 0.36（95%CI：0.25-0.43）,academic stress scores mediated scores of conscientiousness strength and affective well-being scores,and the mediating effect was 0.39（95%CI：0.26-0.44）.Conclusion：It suggests that relationship stress mediate the relationship between relationship strength and affective well-being,academic stress mediate the relationship between conscientiousness strength and affective well-being.

关 键 词：中学生 品格优势 应激生活事件 情感幸福感 

分 类 号：B844.2[哲学宗教—发展与教育心理学]