2016年安徽省留守中学生心理幸福感与消极学业情绪的关系及认知重评的调节作用

发布时间：2018-06-10 00:47

本文选题：留守中学生 + 心理幸福感　；参考：《卫生研究》2017年06期

【摘要】：目的探讨认知重评在留守中学生消极学业情绪与心理幸福感关系中的作用。方法于2016年1—2月,采取整群随机抽样的方法调查安徽省六安市、芜湖市和马鞍山市11~18岁留守中学生434人,运用心理幸福感问卷、消极学业情绪问卷、情绪调节问卷以及背景问卷进行团体施测,对其心理幸福感、消极学业情绪、情绪调节以及背景变量进行t检验、相关分析与回归分析。结果 t检验表明,留守中学生中男生心理幸福感低于女生[(111.89±24.339)vs.(117.97±24.292),P0.05,d=-0.251],男生的焦虑、沮丧高于女生[焦虑:(19.66±4.958)vs.(17.99±5.242),P0.01,d=0.327;沮丧:(13.72±3.647)vs.(14.96±3.736),P0.01,d=0.270]。相关分析显示,留守中学生心理幸福感与认知重评正相关(r=0.246,P0.01),与消极学业情绪负相关(r=-0.242,P0.01);而认知重评与消极学业情绪负相关(r=-0.112,P0.01),但相关系数低于0.20。回归分析显示,控制年龄等背景变量后,消极学业情绪与心理幸福感的负向关联仍具有统计学意义(β=-0.54,t=-3.03,P=0.003),同时认知重评在消极学业情绪与心理幸福感关系中调节作用具有统计学意义(β=0.62,t=2.10,P0.05);简单斜率检验表明,认知重评低分组(均分在-1标准差或以下)的消极学业情绪对心理幸福感的负向关联有统计学意义(simple slope=-0.368,t=-5.04,P0.001);而认知重评高分组(均分在+1标准差或以上)的消极学业情绪对心理幸福感的负向关联无统计学意义(simple slope=-0.149,t=-1.71,P=0.089)。结论留守中学生认知重评的提高能降低消极学业情绪与心理幸福感的负向关联。
[Abstract]:Objective to explore the role of cognitive reassessment in the relationship between negative academic emotion and psychological well-being of left-behind middle school students. Methods from January to February 2016, 434 left-behind middle school students aged 1118 years in Luan, Wuhu and Ma'anshan, Anhui Province were investigated by cluster random sampling. Psychological well-being questionnaire and negative academic emotion questionnaire were used. The psychological well-being, negative academic emotion, emotion regulation and background variables were tested by t-test, correlation analysis and regression analysis. Results the t-test showed that the psychological well-being of boys was lower than that of girls [111.89 卤24.339)vs.(117.97 卤24.292P0.05d-0.251], and the anxiety of boys was higher than that of girls [anxiety: 19.66 卤4.958)vs.(17.99 卤5.242P0.01D = 0.327; depression: 13.72 卤3.647)vs.(14.96 卤3.7362P 0.01d = 0.270]. The correlation analysis showed that there was a positive correlation between psychological well-being and cognitive reassessment in left-behind middle school students, and a negative correlation with negative academic emotion and a negative correlation between cognitive reassessment and negative academic emotion, while cognitive reassessment was negatively correlated with negative academic emotion, but the correlation coefficient was lower than 0.20. Regression analysis showed that after controlling for background variables such as age, The negative correlation between negative academic emotion and psychological well-being was still statistically significant (尾 -0.54 ~ 3.03P ~ (0.003). Meanwhile, cognitive reassessment had statistical significance in regulating the relationship between negative academic emotion and psychological well-being (尾 -0.62t2.10 / P0.05), and simple slope test showed that the relationship between negative academic emotion and psychological well-being was significantly lower than that in control group (P < 0.05), and the relationship between negative academic emotion and psychological well-being was significantly lower than that in control group (P < 0.05). The negative correlation between negative academic emotion and psychological well-being in cognitive reassessment group (mean score below 1 standard deviation or below) was statistically significant. Simple slopebun-0. 368 t-5.04g P 0. 001, while cognitive reassessment group with high score (mean score 1 standard deviation or above) was negative. The negative correlation between industrial emotion and psychological well-being was not statistically significant (P < 0. 089). Conclusion the improvement of cognitive reassessment can reduce the negative correlation between negative academic emotion and psychological well-being of left-behind middle school students.
【作者单位】：安徽师范大学教育科学学院;
【基金】：国家社会科学基金教育学青年课题(No.CBA120108)
【分类号】：B844.2

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