教师关怀行为对中学生学业压力的影响:睡眠质量的中介作用和生命意义感的调节作用

The Influence of Teachers’Caring Behavior on Middle School Students’Academic Stress:The Mediating Role of Sleep Quality and the Moderating Role of Meaning in Life

基于关怀理论和意义感建构模型,采用问卷调查法对重庆市1377名中学生进行调查,探究了教师关怀行为与中学生学业压力的关系以及睡眠质量、生命意义感在其中的作用。结果发现:(1)教师关怀行为和中学生学业压力呈显著负相关;(2)睡眠质量在教师关怀行为与中学生学业压力之间起中介作用;(3)生命意义感在教师关怀行为、睡眠质量和中学生学业压力的关系中起调节作用,即生命意义感调节了中介的前半段路径和直接路径。结果表明,教师的关怀行为会通过睡眠质量影响中学生的学业压力,拥有较高生命意义感的中学生能够更好地调节睡眠质量和学业压力。

According to the caring theory and the meaning-making model,this study investigated 1377 middle school students in Chongqing by questionnaires,and aimed to explore the relationship between teachers’caring behavior and middle school students’academic stress,as well as the role of sleep quality and meaning in life in it.The results showed that:1)teachers’caring behavior was negatively correlated with middle school students’academic stress;2)sleep quality served as a mediator to transmit the effect of teachers’caring behavior on middle school students’academic stress;3)meaning in life moderated the relationship between teachers’caring behavior,sleep quality and middle school students’academic stress.Specifically,meaning in life moderated the first half of the indirect path and the direct path.These results indicate that teachers’caring behavior can affect middle school students’academic stress through sleep quality,and middle school students with higher meaning in life can better regulate sleep quality and academic stress.