中学生消极体验的影响因素研究

Influence factors of middle school students’ negative emotional experience

目的:利用路径分析与多层分析深入考查中学生消极情绪体验的影响因素(包括学生层面与学校层面的影响因素),为中学生消极情绪问题的疏导与干预提供理论依据与实践指导。方法:本研究采用了台湾学者黄正鹤与郑英耀编制的中学生学校生活经验问卷,该问卷的7个分量表在本研究中均达到了心理测量学的信度和结构效度标准;使用该问卷收集了两部分数据(第一部分是路径分析的研究数据,在浙江的6所中学收集了有效问卷1322份;第二部分是多层分析的研究数据,在浙江、江西和上海的30所中学收集了有效问卷4851份);使用SPSS24.0进行描述分析、使用AMOS21.0进行路径分析、使用HLM6.08进行多层分析。结果:消极体验得分较低的中学生占调查人数的56.9%,中学生消极体验的年级差异显著,中学生的消极体验在性别、家庭状况及父母受教育程度上无显著差异;消极冲突解决、教师关爱、学业成绩、受欺负频率、沟通频率可显著直接影响消极体验,标准化直接效应分别为0.213、-0.208、-0.095、0.082、-0.067;沟通质量、学习效能、欺负频率、积极冲突解决、受欺负程度、教师关爱、沟通频率、旷课情形、受欺负频率可显著间接影响消极体验,标准化间接效应分别为-0.117、-0.117、0.096、-0.070、0.063、-0.029、-0.020、0.018、0.007;教师关爱、消极冲突解决、沟通质量、学习效能、欺负频率、学业成绩、受欺负频率、沟通频率、积极冲突解决、受欺负程度、旷课情形对消极体验具有显著的总效应,效应值分别为-0.237、0.213、-0.117、-0.117、0.096、-0.095、0.089、-0.088、-0.070、0.063、0.018;沟通常模、消极解决常模显著预测消极体验的学校均值变异,标准化回归系数分别是-0.1998,0.7008。结论:近半数的中学生消极体验得分较低,中学生的消极体验随着年级的升高而增多;中学生的消极体验与个体的心理、行为、学习相关因素以及学校层面因素等多个内外因素密切相关;学校应当采取多方面的措施来干预与疏导中学生的消极情绪体验。

Objective:By means of path analysis and multi-level analysis to study the influencing factors of negative emotional experience of middle school students(including the influencing factors at the student level and the school level),thus to provide theoretical basis and practical guidance for the guidance and intervention of negative emotional problems of middle school students.Methods:This study adopted the middle school students’school life experience questionnaire which was programmed by Taiwan scholars Huang Zhenghe and Ying-yao Zheng,the Seven subscales of questionnaire in this study had reached the psychometric standard of reliability and structural validity;two parts of data were collected by using this questionnaire(The first part is the study data for difference test and path analysis,which collected 1322 valid questionnaires in 6 middle schools in zhejiang province;the second part is the study data for multi-level analysis,which collected 4,851 valid questionnaires in 30 middle schools in zhejiang,jiangxi and Shanghai);SPSS24.0 was used for description analysis,AMOS21.0 was used for path analysis,and HLM6.08 was used for multi-level analysis.Results:Middle school students with low negative experience scores accounted for 56.9%of the survey,there was significant difference in grade of negative experience among middle school students,and there was no significant difference in gender,family status and parents’education level;Negative conflict resolution,teacher support,academic achievement,frequency of being bullied,communication frequency,could significantly directly affect negative experience and the standardized direct effect respectively was 0.213,-0.208,-0.095,0.082 and-0.067;Communication quality,learning efficiency,bullying frequency,positive conflict resolution,degree of being bullied,teacher support,communication frequency,absenteeism and frequency of being bullied could significantly indirectly affect negative experience and the standardized indirect effect respectively was-0.117,-0.117,0.096,-0.070,0.063,-0.029,-0.020,0.018 and 0.007;Teacher support,negative conflict resolution,communication quality,learning efficiency,bullying frequency,academic performance,frequency of being bullied,communication frequency,positive conflict resolution,degree of being bullied,absenteeism had significant total effect to positive experience,standardized effect respectively was-0.237,0.213,-0.117,-0.117,0.096,-0.095,0.089,-0.088,-0.070,0.063 and 0.018;Communication norm and negative resolution norm significantly predicted the variation of school mean of negative experience,standardized regression coefficients were-0.1998 and 0.7008.Conclusion:Nearly half of the middle school students has lower scores in negative experience,negative experience of middle school students increases with the students grade;The negative experience of middle school students is closely related to individual psychological,behavioral,learning and school level factors;schools should take various measures to intervene and channel students’negative emotional experience.