领悟社会支持与童年创伤经历大学生创伤后成长的关系:有调节的中介模型

Perceived Social Support and Post-traumatic Growth in College Students Experienced Childhood Trauma:A Moderated Mediating Model

目的:基于积极心理学视角探讨领悟社会支持与童年创伤经历大学生创伤后成长的关系及作用机制。方法:采用创伤事件终身经历量表-学生版、领悟社会支持量表、积极应对方式量表、中文版情绪调节策略量表、创伤后成长评定量表对811名大学生进行调查。结果:(1)领悟社会支持可以正向预测童年创伤经历大学生的创伤后成长(b=0.363,P<0.001);(2)积极应对方式在领悟社会支持与创伤后成长之间起部分中介作用,中介效应值为0.135;(3)认知重评调节领悟社会支持通过积极应对方式影响创伤后成长中介模型的前半路径(b=-0.056,P<0.01)。结论:领悟社会支持能直接促进童年创伤经历大学生的创伤后成长,且能通过提高大学生积极应对方式的使用进而促进其创伤后成长。与高认知重评组相比,对于低认知重评大学生,积极应对方式具有更强的中介作用。

Objective:Exploring the relationship between perceived social support and post-traumatic growth of college students experienced childhood trauma.Methods:The lifetime experience of traumatic events scale-student version,the perceived social support scale,the positive coping styles subscale,the Chinese version of the emotion regulation strategies scale,and the post-traumatic growth rating scale were used to survey 811 college students.Results:(1)Perceived social support positively predicted post-traumatic growth in college students who experienced childhood trauma(b=0.363,P<0.001);(2)Positive coping styles partially mediated the relationship between perceived social support and post-traumatic growth,with a mediating effect value of 0.135;(3)Cognitive reappraisal moderated the first half of the pathway of the mediating role of social support in influencing post-traumatic growth through positive coping styles.Conclusion:Perceived social support can directly lead to the creation of post-traumatic growth in college students who experienced childhood trauma and can achieve post-traumatic growth through positive coping styles.Positive coping styles are more strongly mediated at lower levels of cognitive reappraisal than at high levels of cognitive reappraisal.