中小学生学校人际关系与幸福感的关联:情绪调节能力的中介作用  

Interpersonal relationship in school and well-being in primary and secondary school students: The mediating role of emotional regulation

作　　者：孙琬琰 SUN Wanyan(Institute of Education,Tsinghua University,Beijing 100084,China)

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《中国健康心理学杂志》2023年第1期148-156,共9页China Journal of Health Psychology

摘　　要：目的:探讨中小学生学校人际关系、情绪调节能力以及幸福感之间的关系,并考察情绪调节能力在学校人际关系和幸福感间的中介作用。方法:使用OECD于2019年举办的全球青少年社会与情感能力研究项目(SSES)里中国苏州的中小学生数据,运用SPSS和Mplus分析变量相关性、构建结构方程模型。结果:学校人际关系包括师生关系、同伴关系2个方面;情绪调节能力包括情绪控制能力、乐观、抗压能力3个方面。小学生师生关系(β=0.13,P<0.001)和同伴关系(β=0.11,P<0.001)可以直接正向预测幸福感,也可以通过情绪控制能力(β=0.01/0.03,P<0.001)、乐观(β=0.06/0.13,P<0.001)、抗压能力(β=0.01/0.02,P<0.001)的中介预测幸福感;初中生师生关系(β=0.09,P<0.001)和同伴关系(β=0.12,P<0.001)可以直接正向预测幸福感,也可以通过乐观(β=0.07/0.12,P<0.001)、抗压能力(β=0.03/0.03,P<0.001)的中介预测幸福感。结论:学校人际关系能够正向预测学生幸福感,情绪调节能力在其中起部分中介作用。对初中生与小学生而言,该中介模型内在机制存在差异:情绪控制能力只在小学生人际关系预测幸福感的过程中发挥中介效应作用。Objective:To investigate the relationships among interpersonal relationship in school, emotional regulation, and well-being in primary and secondary school students and to examine whether emotional regulation mediates the relationship between interpersonal relationship in school and well-being.Methods:Based on the data set of the Survey on Social and Emotional Skills conducted by OECD in 2019,the study used SPSS and Mplus to explore the relationship between variables and construct the SEM.Results:Interpersonal relationship in school included peer relationship and teacher-student relationship.Emotional regulation included emotional control, optimism, and stress resistance.Primary school students’ teacher-student relationship(β=0.13,P<0.001)and peer relationship(β=0.11,P<0.001) could predict well-being directly and they could also affect well-being through the mediating effect of emotional control(β=0.01/0.03,P<0.001),optimism(β=0.06/0.13,P<0.001),and stress resistance(β=0.01/0.02,P<0.001).Secondary school students’ teacher-student relationship(β=0.09,P<0.001)and peer relationship(β=0.12,P<0.001) could predict well-being directly and they could also affect well-being through the mediating effect of optimism(β=0.07/0.12,P<0.001),and stress resistance(β=0.03/0.03,P<0.001).Conclusion:Interpersonal relationship can predict students’ well-being, in which emotional regulation plays a partial mediating role;The internal mechanism of SEM is different between primary and secondary students.Emotional control only plays a mediating role in primary school students’ interpersonal relationship and well-being.

关 键 词：学校人际关系 幸福感 情绪调节 中小学生 

分 类 号：R395.9[哲学宗教—心理学]