CAJ | 학술논문

采用问卷法，对2157名中学生日常生活事件的特点，及其与社会适应、社会问题解决能力的关系进行研究。结果发现：（1）学业压力与人际冲突是中学生所遇到的最主要的日常生活事件，低年级经历的事件显著少于高年级，女生经历的事件显著少于男生；（2）中学生日常生活事件显著负向预测积极适应，显著正向预测消极适应；（3）社会问题解决能力在日常生活事件和社会适应之间起到部分中介作用，其中问题趋近、问题回避的作用尤其突出。
채용문권법，대2157명중학생일상생활사건적특점，급기여사회괄응、사회문제해결능력적관계진행연구。결과발현：（1）학업압력여인제충돌시중학생소우도적최주요적일상생활사건，저년급경력적사건현저소우고년급，녀생경력적사건현저소우남생；（2）중학생일상생활사건현저부향예측적겁괄응，현저정향예측소겁괄응；（3）사회문제해결능력재일상생활사건화사회괄응지간기도부분중개작용，기중문제추근、문제회피적작용우기돌출。
This study focused on 1 ） studying the characteristics of teenage students＇ daily stressful life events, 2） examining how the occurrence of stressful events influenced teenagers＇ social adjustment, 3 ） elucidating the role of social problem - solving ability in mediating the relationship between stressful life events and social adjustment of teenage students. A sample of teenage students （n = 2157） from Beijing, Harbin, Xi＇an, Wuhan, Guangzhou and Kunming participated in the study. The gender and grade composition of the sample is presented in Table 1. The selfreport measurements, i.e. , 1 ） Adolescent Self - Rating Life Events Checklist - Revised, 2） Adolescent Social Adjustment Assessment Scale, 3） Social Problem - Solving Ability Inventory, were administered to the teenage students. The occurrence and influence rate of daily stressful life events are illustrated in Table 2. The daily stressful life events of teenage students were mainly embodied by their academic stress and interpersonal conflicts with their peers. Multivariate analysis of variance （MANOVA） was conducted to examine the effects of gender and grade on the occurrence of daily stressful life events. In general, girls underwent more negative life events than boys （p 〈 0. 001 ）, as the students of low grade level did compared to those of high grade level （p 〈 0.001）（see Table3）. The effects of daily stressful life events on social adjustment were examined by performing hierarchical multiple regressions. Re-ression coefficients presented in Table 5 show that daily stressful life events significantly and positively predict teenage students＇ negative social adjustment （p 〈 0. 001 ）, and negatively predict their positive social adjustment （p 〈 0. 001 ）. Moreover, social problem - solving ability mediates the effect of daily stressful life events on teenage students＇ social adjustment, especially for the dimension of problem approaching and problem avoidance （ p 〈 0. 001 ） . A further structure equation modeling analysis reveals that social problem - solving ability partially mediates the relationship between stressful life events and social adjustment. As depicted in Fig. 1 ＆ 2, the indirect effect accounts for 75% of total effect for positive adjustment, and 33.33% for negative adjustment In conclusion, academic stress and interpersonal conflicts are two primary stressful events in teenage students＇ daily life. Furthermore, the occurrence of negative life events gradually increases during the period from junior to senior high school, and girls undergo more negative life events than boys. Moreover, daily stressful life events significantly predict teenagers＇ social adjustment, and this relationship is partially mediated by students＇ social problem-solving ability.