情绪调节自我效能感与心理健康的交叉滞后研究
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摘要
对531名青少年进行五个月的追踪,运用交叉滞后回归分析考察积极情绪、沮丧、生气三种情绪调节自我效能感与心理健康(问题行为、抑郁和生活满意度)间的相互影响。结果:T1沮丧情绪调节自我效能感显著预测T2抑郁水平;T1生活满意度和抑郁显著预测T2生气情绪调节自我效能感。结论:高沮丧情绪调节自我效能感能保护青少年处于"低抑郁状态",而生气情绪调节自我效能感是青少年低生活满意度和抑郁状态下的易感效能。
During the last two decades, a body of research has shown that affective self-regulatory efficacy [i.e., self-efficacy to regulate positive emotion, perceived self-efficacy in managing anger/irritation(ANG), and perceived self-efficacy in managing despondency/distress(DES)] plays an important role in students' psychological functioning. High affective self-regulatory efficacy is often accompanied by more prosocial behavior and less involvement in delinquency and depression. Previous research has revealed that self-efficacy to regulate positive emotion and self-efficacy to regulate negative emotion play different roles in different mental health indicators, but there is a lack of research on the relations between ANG and mental health, and DES and mental health, respectively. Therefore, the aim of this study was to explore the relations between the three types of affective selfregulatory efficacy and mental health.Procedures: the study followed the consent procedure. The school leaders, class supervisors and parents of participants were contacted to get their permission for students to take part in the survey. Participants took part in the survey on a voluntary basis. In September 2013 and January 2014, the Affective Self-Regulatory Efficacy Scale, the Adolescent Problem Behavior Scale, the Anxiety/Depression Subscale of Achenbach Adolescent Behavior Checklist, the Life Satisfaction Scale were administered to 531 junior and senior high school students. Cross-lagged models were used to explore the reciprocal relations between affective self-regulatory efficacy(i.e. self-efficacy to regulate positive emotion, perceived self-efficacy in managing despondency/distress, and perceived self-efficacy in managing anger/irritation) and mental health(problem behaviors, anxiety/depression, and life satisfaction).The results indicated that:(1) The Paired t-test revealed that from T1 to T2, there was no significant change in students' perceived self-efficacy in expressing positive affect, perceived self-efficacy in managing despondency/distress, externalizing problems, or life satisfaction, but perceived self-efficacy in managing anger/irritation(t =-.13, p <.01) decreased significantly.(2) Perceived self-efficacy in expressing positive affect at T1 did not predict problem behaviors, anxiety/depression or life satisfaction at T2; but the perceived self-efficacy in managing despondency/distress at T1 significantly predicted depression at T2(γ =-.11, SE =.04, p <.05), and life satisfaction and depression at T1 significantly predicted perceived selfefficacy in managing anger/irritation at T2(γ =.18, SE =.09, p <.01; γ =-.10, SE =.12, p <.05). Conclusion: students' perceived self-efficacy in managing despondency/distress and perceived self-efficacy in managing anger/irritation have different relationship with mental health indicators: adolescents with high levels of perceived self-efficacy in managing despondency/distress may have low levels of depression, and low levels of life satisfaction and high levels of depression may lead to low levels of perceived self-efficacy in managing anger/irritation. Therefore, perceived self-efficacy in managing anger/irritation is more likely to be affected by poor mental health. Implications for practice are the following: a better understanding of the reciprocal relationship between emotional regulatory self-efficacy and mental health can help school psychologists design more appropriate intervention programs to enhance adolescents' mental health..
During the last two decades, a body of research has shown that affective self-regulatory efficacy [i.e., self-efficacy to regulate positive emotion, perceived self-efficacy in managing anger/irritation(ANG), and perceived self-efficacy in managing despondency/distress(DES)] plays an important role in students' psychological functioning. High affective self-regulatory efficacy is often accompanied by more prosocial behavior and less involvement in delinquency and depression. Previous research has revealed that self-efficacy to regulate positive emotion and self-efficacy to regulate negative emotion play different roles in different mental health indicators, but there is a lack of research on the relations between ANG and mental health, and DES and mental health, respectively. Therefore, the aim of this study was to explore the relations between the three types of affective selfregulatory efficacy and mental health.Procedures: the study followed the consent procedure. The school leaders, class supervisors and parents of participants were contacted to get their permission for students to take part in the survey. Participants took part in the survey on a voluntary basis. In September 2013 and January 2014, the Affective Self-Regulatory Efficacy Scale, the Adolescent Problem Behavior Scale, the Anxiety/Depression Subscale of Achenbach Adolescent Behavior Checklist, the Life Satisfaction Scale were administered to 531 junior and senior high school students. Cross-lagged models were used to explore the reciprocal relations between affective self-regulatory efficacy(i.e. self-efficacy to regulate positive emotion, perceived self-efficacy in managing despondency/distress, and perceived self-efficacy in managing anger/irritation) and mental health(problem behaviors, anxiety/depression, and life satisfaction).The results indicated that:(1) The Paired t-test revealed that from T1 to T2, there was no significant change in students' perceived self-efficacy in expressing positive affect, perceived self-efficacy in managing despondency/distress, externalizing problems, or life satisfaction, but perceived self-efficacy in managing anger/irritation(t =-.13, p <.01) decreased significantly.(2) Perceived self-efficacy in expressing positive affect at T1 did not predict problem behaviors, anxiety/depression or life satisfaction at T2; but the perceived self-efficacy in managing despondency/distress at T1 significantly predicted depression at T2(γ =-.11, SE =.04, p <.05), and life satisfaction and depression at T1 significantly predicted perceived selfefficacy in managing anger/irritation at T2(γ =.18, SE =.09, p <.01; γ =-.10, SE =.12, p <.05). Conclusion: students' perceived self-efficacy in managing despondency/distress and perceived self-efficacy in managing anger/irritation have different relationship with mental health indicators: adolescents with high levels of perceived self-efficacy in managing despondency/distress may have low levels of depression, and low levels of life satisfaction and high levels of depression may lead to low levels of perceived self-efficacy in managing anger/irritation. Therefore, perceived self-efficacy in managing anger/irritation is more likely to be affected by poor mental health. Implications for practice are the following: a better understanding of the reciprocal relationship between emotional regulatory self-efficacy and mental health can help school psychologists design more appropriate intervention programs to enhance adolescents' mental health..
引文
陈洁,刘金同,王旸,杨楹,张燕.(2013).高中生人格特征抑郁焦虑与自杀意念关系结构模型.中国学校卫生,34(3),291-294.
董文婷,熊俊梅,王艳红.(2014).心理健康双因素模型的中国高中生实证调查.中国临床心理学杂志,22(1),88-91.
窦凯,聂衍刚,王玉洁,黎建斌.(2012).青少年情绪调节自我效能感与心理健康的关系.中国学校卫生,33(10),1195-1197.
窦凯,聂衍刚,王玉洁,刘毅,黎建斌.(2013).青少年情绪调节自我效能感与主观幸福感:情绪调节方式的中介作用.心理科学,36(1),139-144.
方晓义,李晓铭,董奇.(1996).青少年吸烟及其相关因素的研究.中国心理卫生杂志,10(2),77-80.
海曼,熊俊梅,龚少英,秦屹,高苗苗.(2015).心理健康双因素模型指标的再探讨及稳定性研究.心理科学,38(6),1404-1410.
候珂,张云运,骆方,任萍.(2017).邻里环境、父母监控和不良同伴交往对青少年问题行为的影响.心理发展与教育,33(1),85-94.
黄时华,蔡枫霞,刘佩玲,张卫,龚文进.(2015).初中生亲子关系和学校适应:情绪调节自我效能感的中介作用.中国临床心理学杂志,23(1),171-173,177.
刘贤臣,郭传琴,刘连启,王爱祯,胡蕾,唐茂芹等.(1997).Achenbach青少年行为自评量表的信度和效度研究.中国心理卫生杂志,11(4),200-203.
马静,禹顺英,梁珊,丁军,冯哲,杨帆等.(2013).长沙市中学生抑郁伴/不伴焦虑的调查.中国临床心理学杂志,21(5),708-712.
王鑫强,张大均.(2011).心理健康双因素模型述评及其研究展望.中国特殊教育,19(10),68-73.
王鑫强,张大均.(2012).初中生生活满意度的发展趋势及心理韧性的影响:2年追踪研究.心理发展与教育,28(1),91-98.
王重鸣.(1990).心理学研究方法.北京:人民教育出版社.
文书锋,汤冬玲,俞国良.(2009).情绪调节自我效能感的应用研究.心理科学,32(3),666-668.
吴艳,温忠麟.(2011).结构方程建模中的题目打包策略.心理科学进展,19(12),1859-1867.
徐夫真,张玲玲,魏星,张文新,陈亮,纪林芹,陈欣银.(2015).青少年早期内化问题的稳定性及其与母亲教养的关系.心理发展与教育,31(2),204-211.
徐双媛,孙崇勇,高春阳,李聪,王洪明.(2016).初中生情绪调节自我效能感在学业负担态度与学校满意度间的中介作用.中国学校卫生,37(8),1247-1249.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展,12(6),942-950.
Achenbach,T.M.(1991).Manual for the youth self-report and 1991 profile.Burlington,VT:Department of Psychiatry,University of Vermont.
Bandura,A.,Caprara,G.V.,Barbaranelli,C.,Gerbino,M.,&Pastorelli,C.(2003).Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning.Child Development,74(3),769-782.
Caprara,G.V.,Di Giunta,L.,Eisenberg,N.,Gerbino,M.,Pastorelli,C.,&Tramontano,C.(2008).Assessing regulatory emotional self-efficacy in three countries.Psychological Assessment,20(3),227-237.
Caprara,G.V.,&Steca,P.(2005).Self-efficacy beliefs as determinants of prosocial behavior conducive to life satisfaction across ages.Journal of Social and Clinical Psychology,24(2),191-217.
Caprara,G.,Vecchione,M.,Barbaranelli,C.,&Alessandri,G.(2013).Emotional stability and affective self-regulatory efficacy beliefs:Proofs of integration between trait theory and social cognitive theory.European Journal of Personality,27(2),145-154.
Cowen,E.L.(1994).The enhancement of psychological wellness:Challenges and opportunities.American Journal of Community Psychology,22(2),149-179.
De Castella,K.,Platow,M.J.,Tamir,M.,&Gross,J.J.(2018).Beliefs about emotion:Implications for avoidance-based emotion regulation and psychological health.Cognition and Emotion,32(4),773-795.
Diener,E.,Wirtz,D.,Tov,W.,Chu,K.P.,Choi,D.W.,Oishi,S.,&Biswas-Diener,R.(2010).New well-being measures:Short scales to assess flourishing and positive and negative feelings.Social Indicators Research,97(2),143-156.
Fredrickson,B.L.,&Losada,M.F.(2013).“Positive affect and the complex dynamics of human flourishing”:Correction to Fredrickson and Losada(2005).American Psychologist,68(9),822.
Greenspoon,P.J.,&Saklofske,D.H.(2001).Toward an integration of subjective well-being and psychopathology.Social Indicators Research,54(1),81-108.
Huebner,E.S.(2004).Research on assessment of life satisfaction of children and adolescents.Social Indicators Research,66(1-2),3-33.
Lightsey,O.R.,McGhee,R.,Ervin,A.,Gharghani,G.G.,Rarey,E.B.,Daigle,R.P.,et al.(2013).Self-efficacy for affect regulation as a predictor of future life satisfaction and moderator of the negative affect-Life satisfaction relationship.Journal of Happiness Studies,14(1),1-18.
Maurizi,L.K.,Grogan-Kaylor,A.,Granillo,M.T.,&Delva,J.(2013).The role of social relationships in the association between adolescents'depressive symptoms and academic achievement.Children and Youth Services Review,35(4),618-625.
Murray,J.,Farrington,D.P.,&Sekol,I.(2012).Children's antisocial behavior,mental health,drug use,and educational performance after parental incarceration:A systematic review and meta-analysis.Psychological Bulletin,138(2),175-210.
Pavot,W.,&Diener,E.(1993).Review of the satisfaction with life scale.Psychological Assessment,5(2),164-172.
Proctor,C.L.,Linley,P.A.,&Maltby,J.(2009).Youth life satisfaction:A review of the literature.Journal of Happiness Studies,10(5),583-630.
Rosenberg,M.,Schooler,C.,&Schoenbach,C.(1989).Self-esteem and adolescent problems:Modeling reciprocal effects.American Sociological Review,54(6),1004-1018.
Suldo,S.M.,&Shaffer,E.J.(2008).Looking beyond psychopathology:The dualfactor model of mental health in youth.School Psychology Review,37(1),52-68.
Xiong,J.M.,Qin,Y.,Gao,M.M.,&Hai,M.(2017).Longitudinal study of a dual-factor model of mental health in Chinese youth.School Psychology International,38(3),287-303.
董文婷,熊俊梅,王艳红.(2014).心理健康双因素模型的中国高中生实证调查.中国临床心理学杂志,22(1),88-91.
窦凯,聂衍刚,王玉洁,黎建斌.(2012).青少年情绪调节自我效能感与心理健康的关系.中国学校卫生,33(10),1195-1197.
窦凯,聂衍刚,王玉洁,刘毅,黎建斌.(2013).青少年情绪调节自我效能感与主观幸福感:情绪调节方式的中介作用.心理科学,36(1),139-144.
方晓义,李晓铭,董奇.(1996).青少年吸烟及其相关因素的研究.中国心理卫生杂志,10(2),77-80.
海曼,熊俊梅,龚少英,秦屹,高苗苗.(2015).心理健康双因素模型指标的再探讨及稳定性研究.心理科学,38(6),1404-1410.
候珂,张云运,骆方,任萍.(2017).邻里环境、父母监控和不良同伴交往对青少年问题行为的影响.心理发展与教育,33(1),85-94.
黄时华,蔡枫霞,刘佩玲,张卫,龚文进.(2015).初中生亲子关系和学校适应:情绪调节自我效能感的中介作用.中国临床心理学杂志,23(1),171-173,177.
刘贤臣,郭传琴,刘连启,王爱祯,胡蕾,唐茂芹等.(1997).Achenbach青少年行为自评量表的信度和效度研究.中国心理卫生杂志,11(4),200-203.
马静,禹顺英,梁珊,丁军,冯哲,杨帆等.(2013).长沙市中学生抑郁伴/不伴焦虑的调查.中国临床心理学杂志,21(5),708-712.
王鑫强,张大均.(2011).心理健康双因素模型述评及其研究展望.中国特殊教育,19(10),68-73.
王鑫强,张大均.(2012).初中生生活满意度的发展趋势及心理韧性的影响:2年追踪研究.心理发展与教育,28(1),91-98.
王重鸣.(1990).心理学研究方法.北京:人民教育出版社.
文书锋,汤冬玲,俞国良.(2009).情绪调节自我效能感的应用研究.心理科学,32(3),666-668.
吴艳,温忠麟.(2011).结构方程建模中的题目打包策略.心理科学进展,19(12),1859-1867.
徐夫真,张玲玲,魏星,张文新,陈亮,纪林芹,陈欣银.(2015).青少年早期内化问题的稳定性及其与母亲教养的关系.心理发展与教育,31(2),204-211.
徐双媛,孙崇勇,高春阳,李聪,王洪明.(2016).初中生情绪调节自我效能感在学业负担态度与学校满意度间的中介作用.中国学校卫生,37(8),1247-1249.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展,12(6),942-950.
Achenbach,T.M.(1991).Manual for the youth self-report and 1991 profile.Burlington,VT:Department of Psychiatry,University of Vermont.
Bandura,A.,Caprara,G.V.,Barbaranelli,C.,Gerbino,M.,&Pastorelli,C.(2003).Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning.Child Development,74(3),769-782.
Caprara,G.V.,Di Giunta,L.,Eisenberg,N.,Gerbino,M.,Pastorelli,C.,&Tramontano,C.(2008).Assessing regulatory emotional self-efficacy in three countries.Psychological Assessment,20(3),227-237.
Caprara,G.V.,&Steca,P.(2005).Self-efficacy beliefs as determinants of prosocial behavior conducive to life satisfaction across ages.Journal of Social and Clinical Psychology,24(2),191-217.
Caprara,G.,Vecchione,M.,Barbaranelli,C.,&Alessandri,G.(2013).Emotional stability and affective self-regulatory efficacy beliefs:Proofs of integration between trait theory and social cognitive theory.European Journal of Personality,27(2),145-154.
Cowen,E.L.(1994).The enhancement of psychological wellness:Challenges and opportunities.American Journal of Community Psychology,22(2),149-179.
De Castella,K.,Platow,M.J.,Tamir,M.,&Gross,J.J.(2018).Beliefs about emotion:Implications for avoidance-based emotion regulation and psychological health.Cognition and Emotion,32(4),773-795.
Diener,E.,Wirtz,D.,Tov,W.,Chu,K.P.,Choi,D.W.,Oishi,S.,&Biswas-Diener,R.(2010).New well-being measures:Short scales to assess flourishing and positive and negative feelings.Social Indicators Research,97(2),143-156.
Fredrickson,B.L.,&Losada,M.F.(2013).“Positive affect and the complex dynamics of human flourishing”:Correction to Fredrickson and Losada(2005).American Psychologist,68(9),822.
Greenspoon,P.J.,&Saklofske,D.H.(2001).Toward an integration of subjective well-being and psychopathology.Social Indicators Research,54(1),81-108.
Huebner,E.S.(2004).Research on assessment of life satisfaction of children and adolescents.Social Indicators Research,66(1-2),3-33.
Lightsey,O.R.,McGhee,R.,Ervin,A.,Gharghani,G.G.,Rarey,E.B.,Daigle,R.P.,et al.(2013).Self-efficacy for affect regulation as a predictor of future life satisfaction and moderator of the negative affect-Life satisfaction relationship.Journal of Happiness Studies,14(1),1-18.
Maurizi,L.K.,Grogan-Kaylor,A.,Granillo,M.T.,&Delva,J.(2013).The role of social relationships in the association between adolescents'depressive symptoms and academic achievement.Children and Youth Services Review,35(4),618-625.
Murray,J.,Farrington,D.P.,&Sekol,I.(2012).Children's antisocial behavior,mental health,drug use,and educational performance after parental incarceration:A systematic review and meta-analysis.Psychological Bulletin,138(2),175-210.
Pavot,W.,&Diener,E.(1993).Review of the satisfaction with life scale.Psychological Assessment,5(2),164-172.
Proctor,C.L.,Linley,P.A.,&Maltby,J.(2009).Youth life satisfaction:A review of the literature.Journal of Happiness Studies,10(5),583-630.
Rosenberg,M.,Schooler,C.,&Schoenbach,C.(1989).Self-esteem and adolescent problems:Modeling reciprocal effects.American Sociological Review,54(6),1004-1018.
Suldo,S.M.,&Shaffer,E.J.(2008).Looking beyond psychopathology:The dualfactor model of mental health in youth.School Psychology Review,37(1),52-68.
Xiong,J.M.,Qin,Y.,Gao,M.M.,&Hai,M.(2017).Longitudinal study of a dual-factor model of mental health in Chinese youth.School Psychology International,38(3),287-303.