大学生感戴与学业成就的关系:学业复原力的中介作用
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- 英文论文题名：Relationship between College Students' Gratitude and Academic Achievement:with Academic Resilience as the Mediator
- 论文作者：张明明 ; 张敏 ; 余益兵 ; 刘田田 ; 任杰 ; 罗文波
- 英文论文作者：Zhang Mingming ; Zhang Min ; Yu Yibing ; Liu Tiantian ; Ren Jie ; Luo Wenbo ; Faculty of Educational Science ; Minnan Normal University ; College of Educational Science ; Huaibei Normal University ; Laboratory of Cognition and Mental Health ; Chongqing University of Arts and Sciences ; Research Center of Brain and Cognitive Neuroscience ; Liaoning Normal University
- 年：2015
- 作者机构：闽南师范大学教育科学学院;淮北师范大学教育学院;重庆文理学院社会认知与心理健康实验室;辽宁师范大学脑与认知神经科学研究中心;
- 论文关键词：大学生 ; 感戴 ; 学业复原力 ; 学业成就
- 英文论文关键词：college students ; gratitude ; academic resilience ; academic achievement
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B848.4
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：794k
- 原文格式：D
- 会议级别：全国
摘要
作为积极心理的重要组成部分,感戴逐渐成为研究者关注的热点,但已有研究缺少对大学生学习领域内感戴现象的探讨。目的:考察大学生感戴的总体状况,以及大学生感戴、学业复原力和学业成就之间的关系。方法:采用大学生感戴量表(CSGS)、日常性学业复原力问卷(EARQ)和大学生学业成就自评量表(PES)对407名大学生进行测评。结果:(1)无论是从感戴总分还是各维度得分上看,大学生的均值(M=4.05~4.29)都高于量表的理论中值3,且经过单样本t检验发现,各差异均达到了显著性水平(Ps<0.001);(2)除了感戴密度,女生的感戴总分及各维度得分均显著高于男生(t=2.75,2.44,2.60,2.88;Ps<0.05),文史类学生的感戴总分及各维度得分均显著高于理工类(t=3.40,2.66,3.51,3.13;Ps<0.05);(3)感戴总分与学业复原力、学业成就均呈显著正相关(r=0.25,0.40;Ps<0.001),学业复原力与学业成就之间也呈显著正相关(r=0.43;P<0.001);(4)采用结构方程模型的方法发现,一方面,在感戴对大学生学业成就的直接预测上,X~2/df=2.308,GFI=0.974,NFI=0.968,IFI=0.982,CFI=0.981,RMSEA=0.057,拟合指数良好,直接路径系数显著(β=0.49,P<0.001);另一方面,将学业复原力作为中介变量加入模型中时,X~2/df=2.108,GFI=0.971,NFI=0.963,IFI=0.979,CFI=0.979,RMSEA=0.054,表示模型可以被接受。间接效应的路径分析结果显示,感戴对学业复原力的路径系数显著(β=0.29,P<0.001),并且学业复原力对学业成就的路径系数也显著(β=0.36,p<0.001),而感戴对学业成就的路径系数降到了0.38(P<0.001)。进一步的Bootstrap中介效应检验(迭代次数为1000)发现,间接效应在95%的置信区间内介于0.046到0.176之间,不包含0,因此间接效应显著,说明学业复原力在感戴与学业成就之间起部分中介作用。中介效应占总效应的比例为21.3%。结论:大学生的感戴水平较高,总体状况良好;可以通过提高感戴水平来影响大学生的学业复原力,进而促进其学业成就。
As an important part of positive psychology, gratitudehas gradually become a hot topicfor researchers. Objective:To explore the current situation of gratitude and its relations with academic resilience and academic achievement in college students. Methods:Totally 407 college students were assessed with the College Students' Gratitude Scale(CSGS), the Everyday Academic Resilience Questionnaire(EARQ) and the Performance Evaluation Scale(PES).Results:(1) Both in terms of gratitude total scores or each dimension score, college students' average(M = 4.05 ~ 4.29) were higher than thetheoretical mid-value3 ofthe CSGS and we found that, after a single sample t test,allof the differencesreached the significant level(Ps< 0.001).(2) In addition to density, the gratitude total scores and the scores of all of its dimensions were higher in females significantly(t= 2.75, 2.44, 2.60, 2.88;Ps<0.05) and students from literature and history significantly(t=3.40, 2.66, 3.51, 3.13; Ps<0.05).(3) The gratitude total scores were positively correlated with academic resilience and academic achievement(r=0.25,0.40;Ps<0.001), and the academic resilience was positively correlated with academic achievement as well(r=0.43;P<0.001).(4) AMOS structural equation model was adopted to test the mediation effect and we found that, on the one hand, for the direct prediction of gratitude to the college students' academic achievement, fitting index was good, that is,, GFI=0.974, NFI=0.968, IFI=0.982, CFI=0.981, RMSEA=0.057, and the direct path coefficient was significant( β=0.49,P<0.001). On the other hand, when the academic resilience joined the model as mediating variable, fitting index alsowas good, that is,X~2/df=2.108,GFI=0.971, NFI=0.963, IFI=0.979, CFI=0.979, RMSEA=0.054.Path analysis results showed that gratitude could positivelysignificantly predict academic resilience(β=0.29,P<0.001), academic resilience could positivelysignificantly predict academic achievement but the path coefficient of gratitude to academic achievement dropped to 0.38(P<0.001).The further Bootstrap intermediary effect test(the number of iterations is 1000) found that indirect effects within the 95% confidence interval was between 0.046 to 0.176, not containing 0, thus the indirect effect was remarkable, suggesting that gratitude had a partial mediating effect between academic resilience and academic achievement, and the mediating effect was 21.3% in all effect. Conclusions: The level of college students' gratitude overall was relatively high and developing college students' gratitude could improve academic resilience to enhance academic achievement.
As an important part of positive psychology, gratitudehas gradually become a hot topicfor researchers. Objective:To explore the current situation of gratitude and its relations with academic resilience and academic achievement in college students. Methods:Totally 407 college students were assessed with the College Students' Gratitude Scale(CSGS), the Everyday Academic Resilience Questionnaire(EARQ) and the Performance Evaluation Scale(PES).Results:(1) Both in terms of gratitude total scores or each dimension score, college students' average(M = 4.05 ~ 4.29) were higher than thetheoretical mid-value3 ofthe CSGS and we found that, after a single sample t test,allof the differencesreached the significant level(Ps< 0.001).(2) In addition to density, the gratitude total scores and the scores of all of its dimensions were higher in females significantly(t= 2.75, 2.44, 2.60, 2.88;Ps<0.05) and students from literature and history significantly(t=3.40, 2.66, 3.51, 3.13; Ps<0.05).(3) The gratitude total scores were positively correlated with academic resilience and academic achievement(r=0.25,0.40;Ps<0.001), and the academic resilience was positively correlated with academic achievement as well(r=0.43;P<0.001).(4) AMOS structural equation model was adopted to test the mediation effect and we found that, on the one hand, for the direct prediction of gratitude to the college students' academic achievement, fitting index was good, that is,, GFI=0.974, NFI=0.968, IFI=0.982, CFI=0.981, RMSEA=0.057, and the direct path coefficient was significant( β=0.49,P<0.001). On the other hand, when the academic resilience joined the model as mediating variable, fitting index alsowas good, that is,X~2/df=2.108,GFI=0.971, NFI=0.963, IFI=0.979, CFI=0.979, RMSEA=0.054.Path analysis results showed that gratitude could positivelysignificantly predict academic resilience(β=0.29,P<0.001), academic resilience could positivelysignificantly predict academic achievement but the path coefficient of gratitude to academic achievement dropped to 0.38(P<0.001).The further Bootstrap intermediary effect test(the number of iterations is 1000) found that indirect effects within the 95% confidence interval was between 0.046 to 0.176, not containing 0, thus the indirect effect was remarkable, suggesting that gratitude had a partial mediating effect between academic resilience and academic achievement, and the mediating effect was 21.3% in all effect. Conclusions: The level of college students' gratitude overall was relatively high and developing college students' gratitude could improve academic resilience to enhance academic achievement.
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