有留守经历大学生正念与社交焦虑的关系:情绪调节自我效能感的中介作用

Mediating Effect of Regulatory Emotional Self-efficacy between Mindfulness and Social Anxiety in College Students with Left-behind Experience

目的探讨情绪调节自我效能感在有留守经历大学生正念与社交焦虑间的中介作用。方法以596名有留守经历大学生、600名无留守经历大学生为研究对象,采用五因素正念量表、情绪调节自我效能感量表、交往焦虑量表进行问卷调查。结果(1)有留守经历大学生的情绪调节自我效能感得分显著低于无留守经历大学生(t=3.63,P<0.001),有留守经历大学生的社交焦虑得分显著高于无留守经历大学生(t=2.30,P<0.05)。(2)正念、情绪调节自我效能感、社交焦虑间两两显著相关(均P<0.01)。(3)管理消极情绪自我效能感在有留守经历大学生正念与社交焦虑间起部分中介作用,中介效应占总效应的40.8%。结论正念通过管理消极情绪自我效能感间接影响有留守经历大学生的社交焦虑。

Objective To explore the mediating effect of regulatory emotional self-efficacy between mindfulness and social anxiety in college students with left-behind experience.Methods Totally 596 college students with left-behind experience and 600 college students without left-behind experience were measured with Five Facet MindfulnessQuestionnaire,Regulatory emotional self-efficacy Scale and InteractionAnxiousness Scale.Results(1)The scores of regulatory emotional self-efficacy for college students with left-behind experience were significantly lower than college students without left-behind experience(t=3.63,P<0.001); The scores of social anxiety for college students with left-behind experience were significantly higher than college students without left-behind experience(t=2.30,P<0.05).(2)Mindfulness,regulatory emotional self-efficacy and social anxiety significantly correlated(Ps<0.01).(3)Management negative emotional self-efficacy played partial mediating effect between mindfulness and social anxiety in college students with left-behind experience,mediating effect accounts for 40.8% of the total effect.Conclusion Mindfulness indirectly affected social anxiety of college students with left-behind experience by managing negative emotional self-efficacy.