小学生家庭亲密度与学校归属感:心理素质和自我概念的链式中介作用

发布时间：2018-04-03 04:17

本文选题：家庭亲密度　切入点：学校归属感　出处：《中国临床心理学杂志》2017年06期

【摘要】：目的:探讨心理素质和自我概念在家庭亲密度与学校归属感之间的链式中介作用。方法:采用家庭亲密度量表、小学生心理素质问卷(简化版)、自我概念量表和小学生学校归属感问卷对1289名4~6年级的小学生进行调查。结果:(1)心理素质和学校归属感存在显著的性别差异,女生的心理素质和学校归属感显著高于男生;班干部与普通学生在各变量上存在显著差异。(2)家庭亲密度、心理素质、自我概念和学校归属感两两之间呈显著正相关。(3)心理素质中介了家庭亲密度对学校归属感的影响,自我概念中介了心理素质对学校归属感的影响。(4)心理素质和自我概念在家庭亲密度和学校归属感间起显著的部分中介作用,中介效应占总效应的50.82%。结论:家庭亲密度既可以直接影响学校归属感,也可以通过心理素质和自我概念间接影响学校归属感。
[Abstract]:Objective: to explore the chain-mediated role of psychological quality and self-concept between family affinity and school sense of belonging.Methods: 1289 primary school students in grade 4 were investigated by family cohesion scale, mental quality questionnaire (simplified version), self-concept scale and school belonging questionnaire.Results (1) there were significant gender differences in psychological quality and school belonging, girls' psychological quality and school belonging were significantly higher than boys, and there were significant differences between class cadres and ordinary students in all variables.Self-concept and school sense of belonging were significantly positively related to each other. (3) Psychological quality mediates the influence of family affinity on school belonging.Self-concept mediates the influence of psychological quality on school belonging. 4) Psychological quality and self-concept play a significant role in mediating family cohesion and school sense of belonging, and the intermediary effect accounts for 50.82g of the total effect.Conclusion: family affinity can not only directly affect school sense of belonging, but also indirectly affect school sense of belonging through psychological quality and self concept.
【作者单位】：西南大学心理健康教育研究中心西南大学心理学部;贵州工程应用技术学院师范学院;
【基金】：西南大学研究型学部建设项目《学校心理素质研究》(2016-2017) 重庆市教育科学规划2014年度课题“中小幼学生行为习惯养成教育一体化研究——以潼南县为例”(项目编号:2014-WT-06)
【分类号】：B844.1

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