学习习惯、主观社会阶层对中学生主动控制感的影响：社会支持 和自我效能感的的中介作用
文献类型：学位论文
| 作者 | 王艳华 |
| 答辩日期 | 2023-12 |
| 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 | 赵科 |
| 关键词 | 主动控制感 中学生学习习惯 主观社会阶层 领悟社会支持 一 般自我效能感 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Impact of Study Habits and Subjective Social Class on Sense of Agency in Secondary School Students: The Mediating Roles of Social Support and Self-Efficacy |
| 中文摘要 | Adolescents are at a critical stage of physical and mental development, with self-identity as a central pursuit during this life stage. Among the constituents of “Self” construction, the sense of agency holds significant importance. Investigating the factors that affect adolescents’ sense of agency can enhance our comprehension of the scope of adolescents’ self-construction and contribute to a more profound understanding of their psychological well-being. Existing studies indicated that study, hierarchy, assistance and general self-efficacy are closely related to sense of agency, but most of these studies have focused on analyzing the single effects of these factors on sense of agency, systematic and comprehensive analyses are limited. Therefore, this study was to examine the effects of study habits, subjective social class, and the mediating role of perceived social support and general self-efficacy on sense of agency. Investigating how these factors work together on adolescents’ sense of agency is crucial for a deeper understanding of adolescents’ self-development and mental health status. To conduct this research, we employed a sample of 2011 secondary school students and 1477 adults, selected and assessed via an online platform, utilizing measures including the Chinese version of the Subjective Socioeconomic Status Scale, Chinese Sense of Agency Scale, Middle School Students’ Study Habits Questionnaire, Perceived Social Support Scale, and General Self-Efficacy Scale. Bootstrap analysis was used to examine mediation effects. The study consisted of three sections: Study 1 aimed to investigate the influence of secondary school students’ study habits on sense of agency, and the mediating roles of perceived social support and general self-efficacy; Study 2 aimed to compare the impact mechanism of subjective social class on sense of agency in both adolescents and adults and the mediating roles of perceived social support and general self-efficacy; Study 3 aimed to compare the influence of study habits and subjective social class on sense of agency, as well as to compare the mediating effects of perceived social support and general self-efficacy. Key findings include: (1)In secondary school students, study habits positively affect sense of agency directly and indirectly through the chain mediation of perceived social support and general self-efficacy; (2)Subjective social class can not predict sense of agency directly, and perceived social support and general self-efficacy play a full mediation role in the influence of subjective social class on sense of agency in secondary school students; (3)Study habits have a greater influence on sense of agency than subjective social class in secondary school students and the mediating effects of perceived social support in influence of study habits and subjective social class on sense of agency are greater than the mediating effects of general self-efficacy. This implies that developing positive study habits can be an effective way to improve the sense of agency. Subjective social class can not directly affect sense of agency, but needs to be mediated in order to affect sense of agency, and in this study this mediation is the chain mediation of perceived social support and general self-efficacy. This suggests that increasing the level of perceived social support and general self-efficacy can increase the sense of agency. At the same time, compared to increasing the level of subjective social class and general self-efficacy, cultivating positive study habits and the level of perceived social support could be a more advantageous way to increase the sense of agency. The results of this study can provide strong theoretical support for families, schools, and individuals in improving adolescents’ sense of agency, so as to better guide and support adolescents’ growth and learning, and to promote healthier self-construction. |
| 英文摘要 | 青少年处于身心发展的关键期，获得自我同一性是该人生阶段的主要目标。主动控制感是青少年“自我”建构的重要成分，关注影响青少年主动控制感的因素，有益于理解青少年的“自我”建构过程，也能更好地了解青少年的心理健康状态。 已有研究表明，学习、习惯、社会阶层、外部援助以及一般自我效能感与主动控制感之间关系密切。已有研究大多探讨分析这些因素对主动控制感产生的单一影响效应，缺乏系统性的综合分析。因此，本研究的目标是探讨中学生的学习习惯、主观社会阶层对主动控制感的影响，并探讨了领悟社会支持和一般自我效能感在其中的中介作用。考量这些因素如何共同作用于青少年的主动控制感，对于深刻理解青少年的自我建构过程和心理健康状态至关重要。 本研究使用中文版主动控制感量表、中学生学习习惯问卷、中文版主观社会 经济地位量表、领悟社会支持量表、一般自我效能感量表，利用在线平台对 2011 名中学生和 1477 名成人进行测量，采用 Bootstrap 法对数据结果进行中介效应检验。共包含三项研究：研究一考察中学生学习习惯对主动控制感的影响以及领悟社会支持和一般自我效能感在其中的中介作用；研究二对比青少年和成年人主观社会阶层对主动控制感的影响机制以及领悟社会支持和一般自我效能感在其中的中介作用；研究三考察学习习惯和主观社会阶层及其他中介作用对主动控制感的影响比较。结果发现： (1)中学生学习习惯能直接正向影响主动控制感也能通过领悟社会支持、一般自我效能感的链式中介作用影响主动控制感；(2)主观社会阶层不能直接预测主动控制感，领悟社会支持和一般自我效能感其中存在完全中介作用；(3)学习习惯对中学生主动控制感的影响大于主观社会阶层对主动控制感的影响，在学习习惯、主观社会阶层对主动控制感的影响中，领悟社会支持的中介作用大于一般自我效能感的中介作用。 这意味着，培养积极的学习习惯可以成为提高主动控制感的有效途径。主观社会阶层不能直接影响主动控制感水平，而是需要通过中介作用才能影响主动控制感水平，在本研究中这个中介是领悟社会支持和一般自我效能感的链式中介。这表明提高领悟社会支持和一般自我效能感水平可以提高主动控制感。同时，相较于提高主观社会阶层和一般自我效能感，培养积极的学习习惯和领悟社会支持水平使主动控制感水平提高更有优势。本研究结果可以为家庭、学校和个体在提高青少年主动控制感方面提供有力理论支撑，从而更好地引导和支持青少年的成长和学习，促进更健康的自我建构。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48189]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王艳华. 学习习惯、主观社会阶层对中学生主动控制感的影响：社会支持 和自我效能感的的中介作用[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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