童年不幸经历与中学生学业自我妨碍:一个链式中介模型

Adverse childhood experiences and academic self-handicapping among middle school students:A chain mediation model

目的:考察童年不幸经历、自我概念清晰度、负面评价恐惧与学业自我妨碍之间的关系及内部机制。方法:采用童年不幸经历问卷、自我概念清晰度量表、负面评价恐惧量表、学业自我妨碍问卷对748名高中生进行调查。结果:①相关分析表明,童年不幸经历与负面评价恐惧、学业自我妨碍显著正相关(r=0.17,0.11;P<0.01),与自我概念清晰度显著负相关(r=-0.19,P<0.001);自我概念清晰度与负面评价恐惧、学业自我妨碍显著负相关(r=-0.45,-0.17;P<0.001);负面评价恐惧与学业自我妨碍显著正相关(r=0.16,P<0.001);②中介效应检验表明,在中学生童年不幸经历对学业自我妨碍的影响中,自我概念清晰度和负面评价恐惧能发挥单独中介作用及链式中介作用,效应值分别占总效应的18.18%、9.09%和9.09%。结论:童年不幸经历既可以通过自我概念清晰度、负面评价恐惧的中介作用影响学业自我妨碍,还可以通过自我概念清晰度→负面评价恐惧的链式中介作用影响学业自我妨碍。

Objective:To investigate the relationship and internal mechanism between adverse childhood experiences,self-concept clarity,fear of negative evaluation and academic self-handicapping.Methods:A total of 748 high school students were investigated by the Adverse Childhood Experiences Scale,Self-Concept Clarity Scale,Brief Fear of Negative Evaluation Scale,and Self-Handicapping Scale.Results:①Correlation analysis showed that adverse childhood experiences was positively correlated with fear of negative evaluation and academic self-handicapping(r=0.17,0.11;P<0.01),and negatively correlated with self-concept clarity(r=-0.19,P<0.001).The clarity of self-concept was negatively correlated with fear of negative evaluation and academic self-handicapping(r=-0.45,-0.17;P<0.001);Negative evaluation fear was positively correlated with academic self-handicapping(r=0.16,P<0.001);②The mediating effect test showed that the self-concept clarity and the fear of negative evaluation played a single mediating role and a chain mediating role in the influence of adverse childhood experiences on academic self-handicapping,accounting for 18.18%,9.09%and 9.09%of the total effect,respectively.Conclusion:Adverse childhood experiences can influence academic self-handicapping not only through the mediating effect of self-concept clarity and negative evaluation fear,but also through the chain mediating effect of self-concept clarity→fear of negative evaluation.