亲子关系对技校学生情感幸福感的影响:认知情绪调节策略的中介作用

The Influence from Parenthood on students’ Affective Well-being in Vocational School——the intermediation of cognitive emotion adjustment strategy

对广州市900名技校学生进行亲子关系问卷、认知情绪调节量表和积极情感消极情感量表的测查,结果发现,①技校非独生子女学生在亲子关系、情感幸福感显著高于独生子女(p<0.01);独生子女学生在非适应性认知情绪策略、消极情感上显著高于非独生子女(p<0.01,p<0.05)。②情感幸福感与亲子关系呈正相关(p<0.01),与适应性认知情绪调节策略呈正相关(p<0.05);亲子关系与适应性认知情绪调节策略呈正相关(p<0.01)。③适应性认知情绪调节策略在亲子关系对技校学生情感幸福感的影响中起部分中介作用。由此,应根据技校学生独生子女与否、亲子关系和认知情绪调节策略等情况特点,开展有针对性的预防和干预措施,提升技校学生的情感幸福感。

Through survey of parenthood questionnaire, cognitive emotion adjustment scale, and scale of positive affect and passive affect among 900 students in technical schools, it is found that not-only child's parenthood and affective well-being are much more than only child (p<0.01), and only child's non-adaption cognitive emotion strategy and passive emotion is much more than not-only child(p<0.01,p<0.05);that affective well-being is in positive correlation with parenthood (p<0.01) and with the strategy of adaptation cognitive emotion regulation (p<0.05);the parenthood is in positive correlation with adaption cognitive emotion regulation strategy (p<0.01);that the strategy of adaptation cognitive emotion regulation plays intermediation role in the influence from parenthood to students' affective well-being. Therefore, we should carry out targeted prevention and intervening measure according to characteristics of only child or not, parenthood, cognitive emotion regulation, etc., and carry out the targeted prevention and intervening measure to increase students' affective well-being.