累积生态风险对高校学生学习投入的影响：自我肯定的中介作用
The Effect of Cumulative Ecological Risk on College Students’ Study Engagement: A Mediation of Self-affirmation
- Authors:
- Keywords: Cumulative ecological risk; Study engagement; Self-affirmation; College students累积生态风险; 学习投入; 自我肯定; 高校学生
- Abstract: A questionnaire survey was conducted among college students in three provinces to investigatethe impact of cumulative ecological risk on college students’ Study engagement and the role of selfaffirmation.The results show that: (1) The cumulative ecological risk level of college students is low, andthe level of self-affirmation and Study engagement is good; (2) There are significant differences in the levelof self-affirmation in grades and majors; There are significant differences in the level of Study engagementbetween genders and grades. (3) The cumulative ecological risk of college students has a significantnegative correlation with self-affirmation and Study engagement, and a significant positive correlationwith self-affirmation and Study engagement; (4) Self-affirmation plays a partial mediating role betweencumulative ecological risk and learning input. To this end, colleges and universities can consciouslycultivate students’ self-affirmation characteristics and healthy and positive attitude, so that they can betterface the adverse impact of cumulative ecological risks on life and study.对三省高校学生进行问卷调查，考察累积生态风险对高校学生学习投入的影响，以及自我肯定在其中所起的作用。研究发现：（1）高校学生的累积生态风险水平较低，自我肯定水平和学习投入水平良好；（2）自我肯定水平在年级和专业喜爱度上存在显著差异；学习投入水平在性别和年级存在显著差异；（3）高校学生累积生态风险与自我肯定和学习投入呈显著负相关，自我肯定与学习投入呈显著正相关；（4）自我肯定在累积生态风险与学习投入之间起部分中介作用。为此，高校可以有意识地培养学生的自我肯定特质和健康积极向上的心态，使他们可以更好地面对累积生态风险给生活和学习带来的不良影响。
-
科研立项
上行社会比较对教育焦虑的影响：教养效能感的调节作用
The Impact of Upward Social Comparison on Educational Anxiety: The Moderating Role of Parenting Self-efficacy
- Authors:
- Keywords: Upward social comparison; Educational anxiety; Parenting self-efficacy; Parents上行社会比较; 教育焦虑; 教养效能感; 父母
- Abstract: To explore the relationship between upward social comparison and parental educationalanxiety, as well as the moderating role of parenting self-efficacy, a questionnaire survey was conducted on410 parents of junior high school students using the Upward Social Comparison Scale, a measurementquestionnaire of parents’ anxiety about their children’s education, and the Parenting Self-Efficacy Scale.The results revealed that upward social comparison significantly and positively predicts educationalanxiety, with parenting self-efficacy playing an enhancing moderating role between the two. Thesefindings offer important insights for understanding and addressing parental educational anxiety.为探讨上行社会比较与教育焦虑的关系，以及教养效能感在两者间的作用，采用上行社会比较分量表、中小学生家长焦虑测量工具、教养效能感分量表对410名初中生父母进行了问卷调查。结果发现上行社会比较显著正向预测教育焦虑，父母教养效能感在两者之间有增强的调节作用。结果对理解和应对家长教育焦虑具有重要启示。
-
科研立项
高中生未来时间洞察力与心理适应的关系： 个人成长主动性的中介作用
The Relationship between Future Time Perspective and Psychological Adaptation in High School Students: The Mediating Role of Personal Growth Initiative
- Authors:
- Keywords: Future time perspective; Psychological adaptation; Individual proactive growth; High school students未来时间洞察力; 心理适应; 个人成长主动性; 高中生
- Abstract: In the current social context, the mental health issues of Chinese high school students arebecoming increasingly prominent. Psychological adaptation is an important component of mental health.This study aims to reveal the relationship between high school students’ future time perspective andpsychological adaptation, as well as the role of personal growth initiative between the two. A survey wasconducted using the Future Time Perspective Scale, Personal Growth Initiative Scale, Zung Self-RatingAnxiety Scale, and Center for Epidemiologic Studies Depression Scale among 848 high school students.The results revealed that: (1) Future positivity, future persistence, future clarity, and future planning weresignificantly positively correlated with personal growth initiative and significantly negatively correlatedwith psychological adaptation; future negativity and future confusion were significantly negativelycorrelated with personal growth initiative and psychological adaptation. (2) Future negativity had asignificant direct predictive effect on psychological adaptation; personal growth initiative acted as amediator between future confusion, future persistence, future clarity, future planning, and psychologicaladaptation.在当前社会背景下，我国高中生群体心理健康问题日益突出，心理适应作为心理健康的重要组成，本研究拟揭示高中生未来时间洞察力与心理适应的关系，以及个人成长主动性在两者间的作用。采用未来时间洞察力量表、个人成长主动性量表、焦虑自评量表和流调中心抑郁量表，对848名高中生进行调查。结果发现：（1）未来积极、未来坚持、未来计划和未来清晰与个人成长主动性呈显著正相关，和心理适应呈显著负相关；未来消极和未来迷茫与个人成长主动性和心理适应呈显著负相关。（2）未来消极对心理适应具有显著的直接预测作用；个人成长主动性在未来迷茫、未来坚持、未来清晰、未来计划和心理适应之间起中介作用。
-
科研立项
D型人格对父母教育焦虑的影响：上行社会比较的中介作用
The Effect of Type D Personality on Parental Education Anxiety: The Mediating Role of Upward Social Comparison
- Authors:
- Keywords: Type D personality; Parental education anxiety; Upward social comparisonD型人格; 父母教育焦虑; 上行社会比较
- Abstract: This study aimed to explore the relationship between Type D personality traits and parentaleducation anxiety, as well as the mediating role of upward social comparison. A questionnaire surveywas conducted among 392 middle school students’ parents. The results indicated that Type D personalitytraits positively and directly predicted parental education anxiety. Furthermore, Type D personality traitsexacerbated parental education anxiety through an increase in upward social comparison. Based on thesefindings, this study proposes collaborative strategies involving the family, school, and society to alleviateparental education anxiety.为探讨D型人格特征与父母教育焦虑的关系，以及上行社会比较在二者间的中介作用，对392名中学生的父母进行了问卷调查。研究结果表明，D型人格特征既能直接正向预测父母教育焦虑，也可以通过增加上行社会比较来加剧父母的教育焦虑。据此提出了家庭、学校、社会三方协同，共同纾解父母教育焦虑的对策建议。
-
科研立项
