师生、同伴、亲子关系对农村小学寄宿生心理资本的影响:有调节的中介模型

The Influence of Teacher-Student Relationship,Peer Relationship and Parent-Child Relationship on the Psychological Capital among Rural Primary School Boarders:A Moderated Mediation Model

目的:探讨师生、同伴、亲子关系对农村小学寄宿生心理资本的联合作用机制。方法:采用问卷法测查了636名农村小学4-6年级寄宿生心理资本、师生、同伴、亲子关系状况,进行有调节的中介作用模型分析。结果:①师生、同伴、亲子关系均可直接影响农村小学寄宿生心理资本水平,师生关系的影响效应最大。②农村小学寄宿生的师生关系通过同伴关系的中介作用对其心理资本产生影响。③师生关系对心理资本的直接效应以及同伴关系的中介效应均受到亲子关系的调节,且这两种效应均在良好的亲子关系中更为显著。结论:同伴关系在师生关系对农村小学寄宿生心理资本的影响中起部分中介作用,这一中介过程受亲子关系的调节。

Objective:To explore the joint mechanism of teacher-student relationship,peer relationship and parentchild relationship on psychological capital among rural primary school boarders.Methods:Data were collected from 636 rural primary school boarders from grade 4 to grade 6.Participants completed anonymous questionnaires regarding psychological capital,teacher-student relationship,peer relationship and parent-child relationship.Results:①The teachers-students relationship,peer relationship and parent-child relationship all had a direct effect on psychological capital level of rural primary school boarders,and the teacher-student relationship had the strongest impact on psychological capital.②The teacher-student relationship of rural primary school boarders had an indirect effect on their psychological capital through peer relationships.③The direct effect of teacher-student relationship on psychological capital and the relation between teacher-student relationship and peer relationships were both moderated by parent-child relationship.Specifically,these two effects were more significant in high level of parent-child relationship.Conclusion:Peer relationship partially mediates the relation between teacher-student relationship and psychological capital,and parent-child relationship moderates the relation between teacher-student relationship and psychological capital and the relation between teacher-student relationship and peer relationships.