正性生活事件对大学生学校适应的影响:品味的中介作用
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摘要
为了考察当前大学生学校适应的现状及正性生活事件、品味与学校适应的关系,采用生活事件量表、品味信念量表和学校适应问卷对487名大学生施测。结果发现,大学生的学校适应总体状况良好;大学生学校适应的性别差异不显著,一年级学生的学校适应状况显著低于二、三年级;正性生活事件和大学生的学校适应间呈显著正相关,正性生活事件能够显著预测学校适应;正性生活事件与品味间呈显著正相关,正性生活事件能显著预测品味;品味与大学生的学校适应间呈显著正相关,品味能显著预测学校适应;品味在正性生活事件和学校适应间的部分中介作用显著。当前大学生的学校适应总体状况良好,正性生活事件一方面对学校适应起直接影响,另一方面通过品味对学校适应起间接影响。
Undergraduate Positive Life Event Scale,Savoring Beliefs Inventory-Revised,Undergraduate School Adjustment Questionnaire were surveyed to 487 undergraduates in order to explore the current situation of undergraduate's school adjustment,the relationship among positive life event( PLE),savoring and school adjustment,the mediating effect of savoring between PLE and school adjustment. The results showed that,the level of undergraduates' school adjustment was good. For the overall level of school adjustment,there were no significant differences on gender,major,origin. Grade one students' level of school adjustment was significantly lower than grade two and grade three. There was significant relationship between PLE and school adjustment. PLE could significantly predict the level of school adjustment. There was significant relationship between PLE and savoring.PLE could significantly predict the level of savoring. There was significant relationship between savoring and school adjustment. Savoring could significantly predict the level of school adjustment. The partial mediating effect of savoring between PLE and school adjustment was significant. Conclusions: the current situation of undergraduate's school adjustment was good. PLE could directly affect school adjustment and also indirectly affect school adjustment by savoring.
Undergraduate Positive Life Event Scale,Savoring Beliefs Inventory-Revised,Undergraduate School Adjustment Questionnaire were surveyed to 487 undergraduates in order to explore the current situation of undergraduate's school adjustment,the relationship among positive life event( PLE),savoring and school adjustment,the mediating effect of savoring between PLE and school adjustment. The results showed that,the level of undergraduates' school adjustment was good. For the overall level of school adjustment,there were no significant differences on gender,major,origin. Grade one students' level of school adjustment was significantly lower than grade two and grade three. There was significant relationship between PLE and school adjustment. PLE could significantly predict the level of school adjustment. There was significant relationship between PLE and savoring.PLE could significantly predict the level of savoring. There was significant relationship between savoring and school adjustment. Savoring could significantly predict the level of school adjustment. The partial mediating effect of savoring between PLE and school adjustment was significant. Conclusions: the current situation of undergraduate's school adjustment was good. PLE could directly affect school adjustment and also indirectly affect school adjustment by savoring.
引文
[1]张方屹,宫火良.国内留守儿童的学校适应研究综述[J].保定学院学报,2018(4):89.
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[5]郭丁荣,任俊,张振新,等.品味:主动用心地感受积极体验[J].心理科学进展,2013(7):1262.
[6]GENTZLER A L,MOREY J N,PALMER C A,et al. Young adolescents’responses to positive events:Associations with positive affect and adjustment[J]. The Journal of Early Adolescence,2013(5):677.
[7]高正亮,童辉杰.积极情绪的作用:拓展-建构理论[J].中国健康心理学杂志,2010(2):248.
[8]中共教育部党组.高等学校学生心理健康教育指导纲要[EB/OL].(2018-07-04)[2019-04-23]. https://www. lawxp. com/statute/s1814617. html.
[9]余君平.基于人际关系理论提升产品亲和力的设计策略研究[J].艺术科技,2016(11):17.
[10]李志勇,吴明证,李相南.品味在积极事件与大学生主观幸福感间的中介作用[J].集美大学学报(教育科学版),2017(4):28.
[11]CAZANESCU D G,TECUTA L,CANDEA D M,et al. Savoring as mediator between irrational beliefs,depression,and joy[J]. Journal of Rational-Emotive&CognitiveBehavior Therapy,2019(37):84.
[2]梁丰.大学生空虚感与应对方式、学校适应的关系研究[D].重庆:西南大学,2013:1.
[3]胡朋利,张仲明,杨圆圆,等.大学生生活事件、心理一致感和抑郁的关系[J].中国健康心理学杂志,2012(11):1722.
[4]安序菊,苏现彪,王倩,等.山东省某高中生自尊、人格、生活事件与学校适应的相关研究[J].精神医学杂志,2016(6):420.
[5]郭丁荣,任俊,张振新,等.品味:主动用心地感受积极体验[J].心理科学进展,2013(7):1262.
[6]GENTZLER A L,MOREY J N,PALMER C A,et al. Young adolescents’responses to positive events:Associations with positive affect and adjustment[J]. The Journal of Early Adolescence,2013(5):677.
[7]高正亮,童辉杰.积极情绪的作用:拓展-建构理论[J].中国健康心理学杂志,2010(2):248.
[8]中共教育部党组.高等学校学生心理健康教育指导纲要[EB/OL].(2018-07-04)[2019-04-23]. https://www. lawxp. com/statute/s1814617. html.
[9]余君平.基于人际关系理论提升产品亲和力的设计策略研究[J].艺术科技,2016(11):17.
[10]李志勇,吴明证,李相南.品味在积极事件与大学生主观幸福感间的中介作用[J].集美大学学报(教育科学版),2017(4):28.
[11]CAZANESCU D G,TECUTA L,CANDEA D M,et al. Savoring as mediator between irrational beliefs,depression,and joy[J]. Journal of Rational-Emotive&CognitiveBehavior Therapy,2019(37):84.