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作 者:于战宇 张琳然 马跃 YU Zhanyu;ZHANG Linran;MA Yue(School of Education Science,Jiangsu Normal University,Xuzhou 221116,China;Office of student affairs,Jiangsu Normal University,Xuzhou 221116,China)
机构地区:[1]江苏师范大学教育科学学院,徐州221116 [2]江苏师范大学学生工作处,徐州221116
出 处:《心理技术与应用》2023年第11期650-659,共10页Psychology(Techniques and Applications)
基 金:江苏省高等教育学会辅导员工作研究委员会专项课题(编号:19FYHYB025);江苏省高校哲学社会科学研究专题项目(编号:2021JSB0504);江苏师范大学本科教育教学课题(编号:JYKTY202112)。
摘 要:为探讨亲子依恋与心理委员胜任力之间的关系,以及人际容纳的中介作用及心理边界的调节作用,采用亲子依恋问卷、心理边界问卷、人际容纳量表和心理委员胜任力量表对1466名高校心理委员进行问卷调查。结果表明:(1)亲子依恋显著正向预测心理委员胜任力;(2)人际容纳在亲子依恋与心理委员胜任力之间起部分中介作用;(3)亲子依恋通过人际容纳影响心理委员胜任力的后半段路径受到心理边界的调节作用,表明心理边界清晰度的提高可以有效促进人际容纳对心理委员胜任力的影响。因此,亲子依恋和心理委员胜任力之间存在有调节的中介效应。研究为高校心理委员的选拔与培养提供了新思路。The purpose of this study is to explore the influence of parent-child attachment on psychological commissioners'competency,and the mediating role of interpersonal acceptance and the regulating role of psychological boundary.1466 college psychological commissioners were investigated by Parent-child Attachment Questionnaire,psychological boundary questionnaire,interpersonal acceptance scale and the Questionnaire of Psychological Commissioners'Competency.The results showed that:(1)Parent-child attachment positively predicted psychological commissioners'competency;(2)Interpersonal acceptance partially mediates the relationship between parent-child attachment and psychological commissioners'competency;(3)The second half of the indirect effect of parent-child attachment and psychological commissioners'competency is regulated by psychological boundary,indicating that with the improvement of the clarity of psychological boundary,the influence of interpersonal accommodation on the psychological commissioners'competency can be effectively promoted.Therefore,there is a mediating effect between parent-child attachment and the psychological commissioners'competency.The research provides new ideas for the selection and training of psychological committee members in colleges and universities.
关 键 词:亲子依恋 心理委员胜任力 人际容纳 心理边界 心理委员
分 类 号:B844[哲学宗教—发展与教育心理学]
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