中学生累积家庭风险与日常性学业弹性:自我效能感的中介作用与同伴支持的调节作用
文献类型：学位论文
| 作者 | 叶巧玲 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 黄峥 |
| 关键词 | 日常性学业弹性 累积家庭风险 自我效能感 同伴支持 中学生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Cumulative family risk andacademic buovancv in secondary school students: mediating effect of self-efficacy and moderating effect of peer support |
| 中文摘要 | Middle school students are highly competitive academically and are at high risk for anxiety and depression if they do not cope well. Academic buoyancy has a positive impact on students' ability to manage and reduce academic stress. Previous research has found that single or few family risks can negatively affect academic stress coping ability. However, family risk factors often occur in concert in real-world settings, so this study examines the relationship between cumulative family risk and academic buoyancy and the internal mechanisms of action. Study 1 explored the predictive relationship between cumulative family risk and academic buoyancy of secondary school students, the mediating role of self-efficacy between cumulative family risk and academic buoyancy, and the moderating role of peer support in the mediating relationship. A questionnaire was used to collect data from 523 secondary school students in Beijing at two five-month intervals using the Cumulative Family Risk Questionnaire, the academic buoyancy Scale, the Self-Efficacy Scale, and the Peer Support Scale to investigate the mechanisms of self-efficacy and peer support in the relationship between cumulative family risk and academic buoyancy. The results showed that cumulative family risk negatively predicted academic buoyancy; T2 self-efficacy mediated between T1 cumulative family risk and T2 academic buoyancy; T2 peer support moderated the first half of the T1 cumulative family risk→T2 self-efficacy→T2 academic buoyancy pathway; the main effect of peer support was significant, and the moderating effect showed a "drop in the bucket" pattern. Study 2 examined the effect of a group counseling session with self-efficacy and peer support as intervention targets to enhance academic buoyancy in a high cumulative family risk context. Using a between-subjects design, 75 high cumulative family risk secondary school students were randomly and equally divided into an experimental, health education, and control group. A group counseling intervention program with self-efficacy and peer support as the entry point was designed for seven sessions. The group counseling sessions were administered before, after and one month after the intervention to study the effects of group counseling with self-efficacy and peer support as the intervention targets on self-efficacy, peer support and academic buoyancy in the context of high cumulative family risk, and to demonstrate the feasibility and effectiveness of improving academic buoyancy through self-efficacy improvement. The results showed that the time and group interaction effects of self-efficacy, peer support and academic buoyancy were significant; the simple effects analysis showed that the post-test and follow-up scores of self-efficacy, peer support and academic buoyancy were significantly higher than the pre-test in the experimental group; the results of the relative mediation effect analysis of self-efficacy showed that the relative mediation effect was significant. Conclusions: cumulative family risk negatively predicts the academic buoyancy of secondary school students. self-efficacy buffers the negative impact of cumulative family risk on academic buoyancy. peer support buffered the negative impact of cumulative family risk on self-efficacy, and this protective effect was more pronounced in the group with low cumulative family risk. group counseling with secondary school students' self-efficacy and peer support as intervention targets had significant effects on academic buoyancy and could improve academic buoyancy by improving self-efficacy. Group counseling has a significant effect on academic buoyancy and can enhance the level of academic buoyancy through the improvement of self-efficacy. |
| 英文摘要 | 中学生学业竞争激烈，如不能很好地应对极易出现焦虑、抑郁等问题。日常性学业弹性对学生管理和减轻学业压力有积极影响。既往研究发现，单一或少数家庭风险会对学业压力应对能力产生消极影响。然而，真实环境中家庭风险因素通常协同或累积发生，故本研究探讨累积家庭风险和日常性学业弹性的内部机制与干预研究。 研究一探讨累积家庭风险与中学生日常性学业弹性的预测关系，自我效能感在累积家庭风险和日常性学业弹性间的中介作用，以及同伴支持在中介关系中的调节作用。采用问卷调查法，以北京市523名中学生为研究对象，采用累积家庭风险问卷、日常性学业弹性量表、自我效能感量表和同伴支持量表开展两次间隔五个月的数据收集，探究自我效能感及同伴支持在累积家庭风险和日常性学业弹性二者间的作用机制。结果显示:累积家庭风险负向预测日常性学业弹性;T2自我效能感在T1累积家庭风险和T2日常性学业弹性间起中介作用。T2同伴支持调节了T1累积家庭风险*T2自我效能感*T2日常性学业弹性的前半段路径，同伴支持的主效应显著，调节效应呈现“杯水车薪”模式。 研究二考察高累积家庭风险背景下，以自我效能感和同伴支持为干预目标的团体辅导课程提升日常性学业弹性的效果。采用被试间设计，以75名高累积家庭风险中学生作为研究对象，随机均分为实验组、健康教育组和对照组。设计了7次以自我效能感和同伴支持为切人点的团体心理辅导干预方案。在干预前、干预后和干预后一个月进行施测，研究高累积家庭风险背景下，以中学生自我效能感、同伴支持为干预靶点的团体辅导对自我效能感、同伴支持和日常性学业弹性的改善效果，并论证通过自我效能感的改善来提升日常性学业弹性水平的可行性及有效性。结果显示:自我效能感、同伴支持和日常性学业弹性测试时间和组别的交互效应均显著;简单效应分析表明，实验组的自我效能感、同伴支持和日常性学业弹性的后测和追踪测得分均显著高于前测;自我效能感相对中介效应分析结果表明，相对中介效应显著。 结论:累积家庭风险可以负向预测中学生的日常性学业弹性;自我效能感能够缓冲累积家庭风险对日常性学业弹性带来的负面影响;同伴支持可以缓冲累积家庭风险对自我效能感造成的不利影响，这种保护作用在低累积家庭风险的群体中更明显;以中学生自我效能感、同伴支持为干预目标的团体辅导对日常性学业弹性具有明显的改善效果，并且可以通过自我效能感的改善来提升日常性学业弹性水平。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45160]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 叶巧玲. 中学生累积家庭风险与日常性学业弹性:自我效能感的中介作用与同伴支持的调节作用[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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