大学生的学校认同与心理适应:集体自尊的中介作用

Undergraduate's school identity and psychological adjustment:mediating role of collective self-esteem

目的考察大学生的学校认同与心理适应的关系及集体自尊在上述关系中的中介作用。方法自编学校认同问卷,验证性因素分析的结果发现各项拟合指标良好。采用该学校认同问卷,以及集体自尊、抑郁、焦虑和主观幸福感等问卷,对上海市443名大学生进行调查。结果 (1)大一学生的学校认同感、集体自尊、主观幸福感显著高于大二学生,抑郁水平、焦虑水平显著低于大二学生;大二男生焦虑程度比女生高。(2)集体自尊在学校认同与主观幸福感、抑郁之间起部分中介的作用,中介效应分别占总效应的54.54%和58.24%。集体自尊在学校认同与焦虑之间起完全中介的作用。结论学校认同不仅能直接影响个体的心理适应,还能通过影响集体自尊进而影响个体的心理适应。大学生的学校认同对于他们在学校中的心理适应有重要影响,以及集体自尊在两者关系中起了独特的作用。

Objective To explore the relationship between undergraduates ＇ school identity and psychological adjustment and mediating effect of collective self-esteem. Methods A new undergraduate school identity questionnaire was compiled. Confirmatory factor analysis showed that the questionnaire structure was relatively fitting good. The school identity questionnaire and other self-report questionnaires were used to investigate school identity, collective self-esteem,depression,anxiety,subjective well-being,and their interrelations. Participants consisted of 443 college students in Shanghai. Results（1） School identity,collective self-esteem,and subjective well-being of students from college firstgrade were higher than those from college second-grade,and students from college first-grade were less anxious and depressive than those from college second-grade. Particularly,boys from college second-grade were more anxious than girls from college second-grade.（2） Collective self-esteem played a partial mediating role between school identity and subjective well-being,and school identity and depression. The mediating effects were 54. 54% and 58. 24%,respectively. Collective self-esteem played a fully mediating role in relationship between school identity and anxiety. Conclusion Undergraduates＇ school identity not only shows direct impact on their psychological adjustment,but also has indirect impact through collective self-esteem. Undergraduates ＇ school identity has great influence on their psychological adjustment and group self-esteem plays a unique role between school identification and psychological adaptation.