苦恼不耐受对中学生学业自我妨碍的影响:上行社会比较和未来取向的链式中介作用

The Effect of Distress Intolerance on Academic Self-handicapping Among Middle School Students: the Chain Mediating role of Upward Social Comparison and Future Orientation

研究基于认知发展理论和社会认知生涯理论,探讨中学生苦恼不耐受与学业自我妨碍的关系,以及上行社会比较和未来取向的链式中介作用。采用苦恼不耐受量表、学业自我妨碍量表、上行社会比较量表和未来取向量表对中国西部城市的1253名中学生施测,并采用Mplus 8.3对数据进行分析。结果:苦恼不耐受对中学生学业自我妨碍有显著的正向预测作用,上行社会比较和未来取向在其中有链式中介作用。结论:本研究增加了学业自我阻碍的影响机制,为减少学业自我阻碍的干预提供了方向。

Based on Cognitive-Developmental Theory and Social Cognitive Career Theory,this study explores the relationship between distress intolerance and academic self-handicapping among middle school students,as well as the chain mediating role of upward social comparison and future orientation.1253 middle school students in western city of China were tested using the distress intolerance scale,academic self-handicapping scale,upward social comparison scale and future orientation scale,and the data were analyzed with Mplus 8.3.Results:Distress intolerance had a significant positive predictive effect on academic self-handicapping among middle school students,and upward social comparison and future orientation had a chain mediating role.Conclusions:This study increases the influence mechanism of academic self-handicapping and provides the direction for reducing intervention of academic self-handicapping.