留守儿童学习压力与恶意创造力的关系:应对方式的中介  

Relationship between learning stress and malevolent creativity in left-behind children:Mediating coping styles

作　　者：邹艳萍 缪丽珺[2] 杨怡姗 ZOU Yanping;MIAO Lijun;YAN Yishan(School of Psychology,Fujian Normal University,Fuzhou 350117,China;School of Educational Science,Shangrao Normal University;Department of Stomatology,Nanyang Medical College)

机构地区：[1]福建师范大学心理学院,福州350117 [2]上饶师范学院教育科学学院 [3]南阳医学高等专科学校口腔医学系

出　　处：《中国健康心理学杂志》2024年第8期1151-1158,共8页China Journal of Health Psychology

基　　金：全国教育科学“十四五”规划教育部重点项目(编号:DBA210299)。

摘　　要：目的:考察学习压力与恶意创造力的关系及应对方式的中介机制。方法:基于群体比较的视角,采用恶意创造力行为量表、小学生学习压力量表和简易应对方式问卷对921名9~14岁小学生(留守与非留守儿童分别403人、518人)进行问卷调查。结果:(1)留守儿童的学习压力高于非留守儿童(t=4.62,P<0.01),积极应对方式低于非留守儿童(t=-3.67,P<0.01);(2)留守儿童学习压力与积极应对方式正相关(r=0.15,P<0.01),而在非留守儿童中呈负相关(r=-0.09,P<0.01);(3)留守儿童的学习压力对恶意创造力的正向预测作用(β=0.325,P<0.001)与非留守儿童(β=0.426,P<0.001)具有跨群组等值性(Δχ^(2)=-4.035,Δdf=9,ΔCFI=0.001,P>0.05),但消极应对方式的中介效应(β=0.144,P<0.001,90%CI[0.066,0.222])高于非留守儿童(β=0.099,P<0.001,90%CI[0.045,0.152]);(4)留守儿童的学习压力会通过积极应对方式的遮掩效应(β=-0.045,P<0.05,90%CI[-0.006,-0.084])降低对恶意创造力的影响。结论:学习压力对恶意创造力的直接预测效应和消极应对方式的中介作用具有跨群体一致性,但积极应对方式的中介作用存在显著的跨群体差异性。Objective:To investigate the relationship between learning stress and malevolent creativity and the mediating mechanism of coping styles.Methods:Based on the perspective of group comparison,a questionnaire survey was conducted on 921 primary school students aged 9-14(403 left-behind children and 518 non-left-behind children,respectively)using the malevolent Creativity Behavior scale,primary school students Learning Stress Scale and Simple Coping Style Questionnaire.Results:①The study stress of left-behind children was higher than that of non-left-behind children(t=4.62,P<0.01),and the positive coping style was lower than that of non-left-behind children(t=-3.67,P<0.01).②There was a positive correlation between learning stress and positive coping style in left-behind children(r=0.15,P<0.01),and a negative correlation between learning stress and positive coping style in non-left-behind children(r=-0.09,P<0.01).③The positive prediction effect of learning stress on malicious creativity of left-behind children(β=0.325,P<0.001)and non-left-behind children(β=0.426,P<0.001)had cross-group equivalence(Δχ^(2)=-4.035,Δdf=9,ΔCFI=0.001,P>0.05).However,the mediating effect of negative coping style(β=0.144,P<0.001,90%CI[0.066,0.222])was higher than that of non-left-behind children(β=0.099,P<0.001,90%CI[0.045,0.152]).④The study stress of left-behind children could reduce the influence of malevolent creativity through the masking effect of positive coping style(β=-0.045,P<0.05,90%CI[-0.006,-0.084]).Conclusion:The direct predictive effect of learning stress on malevolent creativity and the mediating effect of negative coping styles are consistent across groups,but the mediating effect of positive coping styles is significantly different across groups.

关 键 词：留守儿童 学习压力 恶意创造力 应对方式 群体比较 

分 类 号：R395.9[哲学宗教—心理学] B844.1[医药卫生—医学心理学]