心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2011年
4期
425~433
,共null页
喻承甫 张卫 曾毅茵 叶婷 李月明 王姝君
喻承甫 張衛 曾毅茵 葉婷 李月明 王姝君
유승보 장위 증의인 협정 리월명 왕주군
青少年 感恩 问题行为 学校联结 中介作用
青少年 感恩 問題行為 學校聯結 中介作用
청소년 감은 문제행위 학교련결 중개작용
adolescent; gratitude; problem behavior; school connectedness; mediating role
采用青少年感恩量表、学校联结量表、青少年外化问题行为调查表和焦虑抑郁量表对1217名中学生进行调查,考察了青少年感恩与其问题行为的关系,以及学校联结的同学支持、教师支持和学校归属感三大成分在其中的系列中介作用。结果表明:(1)青少年感恩与其外化问题行为和内化问题行为(以焦虑抑郁为指标)均显著负相关;(2)学校联结三大成分在感恩与其外化和内化问题行为之间均起着系列中介作用,即感恩对青少年学校归属感既有直接影响,也通过增强同学支持和教师支持间接促进其发展,进而学校联结的三成分共同作用减少青少年的外化和内化问题行为。
採用青少年感恩量錶、學校聯結量錶、青少年外化問題行為調查錶和焦慮抑鬱量錶對1217名中學生進行調查,攷察瞭青少年感恩與其問題行為的關繫,以及學校聯結的同學支持、教師支持和學校歸屬感三大成分在其中的繫列中介作用。結果錶明:(1)青少年感恩與其外化問題行為和內化問題行為(以焦慮抑鬱為指標)均顯著負相關;(2)學校聯結三大成分在感恩與其外化和內化問題行為之間均起著繫列中介作用,即感恩對青少年學校歸屬感既有直接影響,也通過增彊同學支持和教師支持間接促進其髮展,進而學校聯結的三成分共同作用減少青少年的外化和內化問題行為。
채용청소년감은량표、학교련결량표、청소년외화문제행위조사표화초필억욱량표대1217명중학생진행조사,고찰료청소년감은여기문제행위적관계,이급학교련결적동학지지、교사지지화학교귀속감삼대성분재기중적계렬중개작용。결과표명:(1)청소년감은여기외화문제행위화내화문제행위(이초필억욱위지표)균현저부상관;(2)학교련결삼대성분재감은여기외화화내화문제행위지간균기착계렬중개작용,즉감은대청소년학교귀속감기유직접영향,야통과증강동학지지화교사지지간접촉진기발전,진이학교련결적삼성분공동작용감소청소년적외화화내화문제행위。
To examine the relationship between adolescents’ gratitude and problem behavior,as well as a serial mediating roles of peer support,teacher support and school belonging as elements of school connectedness,1217 adolescents were tested with Adolescents’ Gratitude Scale,School Connectedness Scale,Externalizing Problem Behavior Questionnaire,and Anxiety /Depression Scale. The results indicated that:(1) Adolescents’ gratitude was significantly negatively associated with their externalizing and internalizing problem behavior;(2) The three elements of school connectedness played a serial mediating role in the relationship between gratitude and adolescents’ problem behavior. That is,gratitude not only had a direct influence on adolescents’ school belonging,but also promoted school belonging indirectly by increasing peer support and teacher support,suggesting the three elements of school connectedness work together with each other to reduce adolescents’ problem behavior.