留守儿童领悟社会支持对学业情绪的影响——基于链式中介效应检验

The Influence of Left-bchind Children's Comprehension of Social Support on Academic Emotion:--A Test of Chain Mediation Effect

为探讨留守儿童领悟社会支持对学业情绪的影响,并检验自尊和希望在此影响过程中的中介效应,课题组运用问卷调查法对1210名被试进行调查.结果表明,留守儿童的领悟社会支持正向预测积极学业情绪,负向预测消极学业情绪;自尊、希望在留守儿童领悟社会支持与学业情绪间起着链式中介作用.因此,家庭、学校、社区应当三方协同,提升留守儿童的社会支持水平,促使他们融入社会;积极引导,提高留守儿童的自尊水平;主动干预,促进留守儿童希望感的发展;采取多方面的措施,改善留守儿童的学业情绪.

To explore the influence of left-behind children's comprehension of social support on academic emotions,and to test the chain mediation effects of self-esteem and hope in this influencing process,the research group used a questionnaire to investigate 1,210 subjects.The results demonstrated that the left-behind children's comprehension of social support positively predicted positive academic emotions,while it negatively predicted negative academic emotions;Self-esteem and hope played a role of chain mediation between the left-behind children's comprehension of social support and academic emotions.Therefore,families,schools,and communities should work in collaboration to promote the level of social support for left-behind children and integrate them into society,guide them to increase the self-esteem positively,enhance the sense of hope of them by active intervention,take the various measures to improve their academic emotions.