流动青少年学校人际关系与主观幸福感:学业倦怠与学业投入的中介作用  

Migrant Adolescents’ Interpersonal Relationship and Subjective Well-Being: The Mediating Effect of Academic Burnout and Academic Engagement

作　　者：马蓓蓓 代文杰 李彩娜[1] MA Beibei;DAI Wenjie;LI Caina(School of Psychology,Shaanxi Normal University,Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health,Xi'an,710062)

机构地区：[1]陕西师范大学心理学院儿童青少年心理与行为健康陕西省高校哲学社会科学重点研究基地

出　　处：《中国特殊教育》2019年第12期63-71,共9页Chinese Journal of Special Education

基　　金：国家社科基金项目“青少年流动人口社会适应的动态监测与促进研究”(项目编号:15BRK018)的资助

摘　　要：为探讨班级师生关系氛围、同伴关系对流动与非流动青少年主观幸福感的影响,以及学业倦怠、学业投入在其中的作用,对西安市3所中学46个班级的2620名初中生进行问卷调查。多层线性模型分析结果发现:(1)班级师生关系氛围不能直接预测青少年主观幸福感,但可以通过学业倦怠间接预测其主观幸福感,且流动与非流动青少年间无显著差异。(2)流动与非流动青少年的同伴关系均可显著预测主观幸福感。对于流动青少年,同伴关系还可通过学业倦怠/学业投入间接预测主观幸福感;对非流动青少年此间接效应不存在。In order to explore the effect of teacher-student relationship and peer relationship on subjective well-being of migrant and native adolescents, as well as the mediating effect of academic burnout and academic engagement, a questionnaire survey was conducted among 2620 junior high school students from 46 classes in 3 middle schools in Xi’an.The results of multi-level linear model analysis showed that: 1) the teacher-student relationship atmosphere in class cannot directly predict the subjective well-being of teenagers, but can indirectly predict their subjective well-being through academic burnout, and there is no significant difference between migrant and native adolescents;2) the peer relationship of both migrant and native adolescents can significantly predict their subjective well-being. However, for migrant adolescents, peer relationship can also indirectly predict subjective well-being through academic burnout/academic engagement.This indirect effect did not exist for native adolescents.

关 键 词：班级师生关系氛围 同伴关系 主观幸福感 学业倦怠 学业投入 

分 类 号：B849[哲学宗教—应用心理学]