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...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.展开更多
采用问卷法对3056名青少年进行调查研究,考察了学校氛围对青少年病理性网络游戏使用(Pathological online game use,POGU)的影响,同时考察了学校参与在其中的中介作用,以及该过程是否受到父子关系或母子关系的调节。结果发现:(1)在控制...采用问卷法对3056名青少年进行调查研究,考察了学校氛围对青少年病理性网络游戏使用(Pathological online game use,POGU)的影响,同时考察了学校参与在其中的中介作用,以及该过程是否受到父子关系或母子关系的调节。结果发现:(1)在控制了性别、年龄、父母受教育水平、亲子关系、家庭收入和冲动性后,学校氛围对POGU仍具有显著的负向预测作用;(2)学校氛围不仅可以直接负向预测POGU,还可以通过影响学校参与进而间接预测青少年POGU;(3)母子关系显著调节学校氛围对学校参与的影响,而父子关系显著调节学校参与对青少年POGU的作用。总之,在学校氛围影响青少年POGU的过程中,既存在中介效应,又存在调节效应。实际干预时,可以通过提高学校参与降低青少年POGU,父子关系和母子关系可以进一步调节该过程。展开更多
文摘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.
文摘采用问卷法对3056名青少年进行调查研究,考察了学校氛围对青少年病理性网络游戏使用(Pathological online game use,POGU)的影响,同时考察了学校参与在其中的中介作用,以及该过程是否受到父子关系或母子关系的调节。结果发现:(1)在控制了性别、年龄、父母受教育水平、亲子关系、家庭收入和冲动性后,学校氛围对POGU仍具有显著的负向预测作用;(2)学校氛围不仅可以直接负向预测POGU,还可以通过影响学校参与进而间接预测青少年POGU;(3)母子关系显著调节学校氛围对学校参与的影响,而父子关系显著调节学校参与对青少年POGU的作用。总之,在学校氛围影响青少年POGU的过程中,既存在中介效应,又存在调节效应。实际干预时,可以通过提高学校参与降低青少年POGU,父子关系和母子关系可以进一步调节该过程。
