中小学生学校氛围与幸福感:有调节的中介模型  

The School Climate and Well-Being of Middle and Primary School Students: A Moderated Mediation Model

作　　者：李凯越 张静 

机构地区：[1]天津师范大学心理与行为研究院,天津 [2]天津师范大学心理学部,天津

出　　处：《社会科学前沿》2025年第1期459-467,共9页Advances in Social Sciences

基　　金：2023年天津师范大学科研创新项目(2023KYCX079Y)。

摘　　要：为探讨中小学生学校氛围与幸福感的关系及作用机制,本研究采用纵向研究设计,对3535名中小学生进行了两次追踪调查。结果显示:(1) T1学校氛围通过T2社会情感能力的中介作用对T2幸福感产生影响;(2) T1欺凌受害调节“T1学校氛围→T2社会情感能力→T2幸福感”的前半路径。具体表现为,相比于T1欺凌受害较高的学生,T1学校氛围对T1欺凌受害较低学生T2社会情感能力的预测作用更强。研究结果为提高中小学生幸福感提供了方向,具有现实指导意义。To explore the relationship and the functional mechanism between school climate and well-being of primary and secondary school students, this study adopted a longitudinal research design and conducted two follow-up surveys on 3535 primary and secondary school students. The results indicated that: (1) The T1 school climate exerted an impact on T2 well-being through the mediating effect of T2 social emotional competence;(2) T1 bullying victimization moderated the first half of the path from “T1 school climate→T2 social emotional competence→T2 well-being”. Specifically, compared with students with a higher level of T1 bullying victimization, the predictive effect of the T1 school climate on the T2 social emotional competence was stronger for students with a lower level of T1 bullying victimization. The research results provide directions for improving the well-being of primary and secondary school students and have practical guiding significance.

关 键 词：学校氛围 幸福感 社会情感能力 欺凌受害 

分 类 号：G63[文化科学—教育学]