青少年感恩与问题行为的关系:学校联结的中介作用被引量：100

Relationship between Adolescents’ Gratitude and Problem Behavior:The Mediating Role of School Connectedness

下载PDF

导出

摘要采用青少年感恩量表、学校联结量表、青少年外化问题行为调查表和焦虑抑郁量表对1217名中学生进行调查,考察了青少年感恩与其问题行为的关系,以及学校联结的同学支持、教师支持和学校归属感三大成分在其中的系列中介作用。结果表明:(1)青少年感恩与其外化问题行为和内化问题行为(以焦虑抑郁为指标)均显著负相关;(2)学校联结三大成分在感恩与其外化和内化问题行为之间均起着系列中介作用,即感恩对青少年学校归属感既有直接影响,也通过增强同学支持和教师支持间接促进其发展,进而学校联结的三成分共同作用减少青少年的外化和内化问题行为。 To examine the relationship between adolescents’ gratitude and problem behavior,as well as a serial mediating roles of peer support,teacher support and school belonging as elements of school connectedness,1217 adolescents were tested with Adolescents’ Gratitude Scale,School Connectedness Scale,Externalizing Problem Behavior Questionnaire,and Anxiety /Depression Scale. The results indicated that：（1） Adolescents’ gratitude was significantly negatively associated with their externalizing and internalizing problem behavior;（2） The three elements of school connectedness played a serial mediating role in the relationship between gratitude and adolescents’ problem behavior. That is,gratitude not only had a direct influence on adolescents’ school belonging,but also promoted school belonging indirectly by increasing peer support and teacher support,suggesting the three elements of school connectedness work together with each other to reduce adolescents’ problem behavior.

作者喻承甫张卫曾毅茵叶婷李月明王姝君

机构地区华南师范大学教育科学学院深圳大学管理学院

出处《心理发展与教育》 CSSCI 北大核心 2011年第4期425-433,共9页 Psychological Development and Education

基金广东省高校人文社科创新团队项目"当代青少年的精神信仰及对其发展的影响"

关键词青少年感恩问题行为学校联结中介作用 adolescent gratitude problem behavior school connectedness mediating role

分类号 B844.2 [哲学宗教—发展与教育心理学]

引文网络
相关文献

参考文献29

1Achenbach, T. M. (1991). Manual for the Youth Self-Report and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.
2Baron, R. M. , & Kenny, D. A. (1986). The moderator-mediator vari- able distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173 - 1182.
3Baumgarten-Tramer, F. (1938). "Gratefulness" in children and young people. Journal of Genetic Psychology, 53, 53 - 66.
4Bond, L., Butler, H., Thomas, L., Carlin, J. B., Glover, S., Bowes, G. , et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. JournalofAdolescent Health, 40(4) , 357. e9 -357. e18.
5Bonn, G. , & Froh, J. J. (2009). Gratitude in school: Benefits to students and schools. In R. Gilman, E. S. Huebner, M. J. Furlong ( Eds. ) , Handbook of positive psychology in schools ( pp. 77 - 88 ). New York : Routledge.
6Chen, L. H. , & Kee, Y. H. (2008). Gratitude and adolescent ath- letes' wen-being. Social Indicators Research, 89, 361 - 373.
7Emmons, B. A. , & McCullough, M. E. (2003). Counting blessings versus burdens : An experimental investigation of gratitude and subjec tive well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377 -389.
8Emmons, R. A. , & Shelton, C. M. (2005). Gratitude and the science of positive psychology. In C. R. Synder & S. J. Lopez (Eds.), Handbook of positive psychology ( pp. 459 - 471 ). New York : Oxford University Press.
9Fredrickson, B. L. (2004). Gratitude, like other positive emotions, broadens and builds. In R. A. Emmons & M. E. McCullough (Eds.) , The psychology of gratitude (pp. 145 - 166). New York: Oxford University Press.
10JoyeeLeong.香港中文大学GQ-6中译版.2009-03一16取自http ://www. psy. miami, edu/faculty/mmccullough/Gratitude_Page, htm.