大学新生应对效能在心理应激与适应间中介作用的追踪调查

Mediating effects of coping efficacy on freshmen's psychological stress and adjustment: the evidence from longitude study

目的探讨大学新生应对效能在心理应激与适应之间的中介效应,为大学新生心理应激的应对和适应研究提供依据。方法采用中国大学生心理应激量表、中国大学生适应量表和应对效能量表,对从南通大学随机抽取的277名大学新生心理应激、适应和应对效能进行评估,同时采用被试者纵向研究设计,每间隔8周测量1次,共施测3次,数据分析评估采用结构方程模型。结果追踪期间,大学新生心理应激、适应状况的时间效应均有统计学意义(F值分别为4.80,3.13,P值均<0.01),应对效能时间效应无统计学意义(F=0.09,P>0.05);大学新生心理应激水平不断提升,学期中段时达到峰值并持续到学期末(P值均<0.01);大学新生适应呈"V"型趋势,首测、中测、后测之间差异均有统计学意义(P值均<0.05);大学新生应对效能3次施测均低于中国大学生常模(t值分别为-11.86,-11.90,-12.26,P值均<0.01)。首测、中测、后测心理应激与适应呈负相关(r值分别为-0.32,-0.31,-0.32,P值均<0.05);应对效能与适应呈正相关(r值分别为0.46,0.41,0.45,P值均<0.01);心理应激与应对效能呈负相关(r值分别为-0.33,-0.31,-0.33,P值均<0.05)。应对效能在心理应激与适应之间起部分中介效应。结论应对效能在心理应激和适应之间起中介作用,可以有效缓解或抵消心理应激对适应产生的不良影响。

Objective To explore the intermediary effect of freshmen＇s coping efficacy between psychological stress and adjustment. Methods Using China College Student Psychological Stress Scale, China College Student Adjustment Scale and Coping Efficacy Questionnaire to evaluate 277 freshmen＇s psychological stress, adjustment and coping efficacy. Besides, using subjects longitudinal research design to track and measure 1 semester （ 18 weeks）, every 8 weeks measured 1 time, three times measured totally, structural equation model was used to evaluate the data. Results During the tracking period, the time effectiveness of college freshmen＇s psychological stress and adjustment was significant（F= 4.80, 3.13, P〈0.01）, but the time effectiveness of coping efficacy was not significant（ F= 0.09, P〉0.05） ; the levels of college freshmen＇s psychological stress was rising, at the middle of the semester, it reached the peak and continues until the end of the semester（t =-4.28, -3.51, P〈0.01） ; Freshmen＇s adjustment was presented the ＂V＂ trend, there were significant differences between the first, middle and posterior（ t = 4.88, 2.86, ＇2.51, P〈 0.05）; There was no significant difference in coping efficacy of freshmen（t=-0.41, 0.13, 0.56, P〉0.05）, but it was significantly lower than that of Chinese college students＂ norms（t=-ll.86, -11.90, -12.26, P〈0.01）. During the tracking period, psycho- logical stress and adjustment showed significant negative correlation（r=-0.32, -0.31, -0.32, P〈0.05）; Coping efficacy and ad- justment showed significant positive correlation（ r= 0.46, 0.41, 0.45, P〈0.01） ; Psychological stress and coping efficacy showed significant negative correlation（ r=-0.33, -0.31, -0.33, P〈0.05）. Coping efficacy played a partial mediating effect between psychological stress and adjustment, the confidence and cognition of freshmen played an important role in the mediation model. Conclusion Coping efficacy plays a moderating role between psychological stress and adjustment, it can effectively alleviate or counteract the adverse effects of psychological stress on the adjustment.