小学高年级学生友善品质对助人行为的影响:积极情绪的中介作用

The Influence of Friendly Quality on Helping Behavior of SeniorPrimary School Students:the Mediating Role of Positive Emotion

为探讨友善品质对小学高年级学生助人行为的影响,分析积极情绪在其中的作用,采用《中国中小学生积极心理品质量表》《积极-消极情绪量表》《小学生分享行为、助人行为问卷》对小学4~6年级的197名学生进行调查,运用SPSS 22.0软件进行独立样本t检验、方差分析和皮尔逊相关分析,以及Process 4.1宏程序插件中的偏差校正的非参数百分位Boot-strap方法对有效数据进行统计分析.结果发现:1)小学高年级学生友善品质和助人行为的均值都显著大于理论中值(p<0.05);2)性别与年级在小学高年级学生助人行为上交互作用显著(p<0.05);3)友善品质与积极情绪的不同水平在助人行为上存在显著差异(p<0.05);4)友善品质、积极情绪和助人行为三者两两之间呈显著的正相关关系,相关系数在0.28~0.49(p<0.05);5)友善品质能正向预测积极情绪(β=0.50,t=7.91),积极情绪和友善品质能共同正向预测助人行为(β=0.16,t=2.08;β=0.20,t=2.71);6)在中介模型中,友善品质的总效应(c=0.28)和直接效应(c′=0.20)、积极情绪的中介效应(ab=0.08)在Boot-strap 95%的置信区间均不包含0,表明积极情绪在友善品质与助人行为间的中介效应显著,中介效应占比为(ab/c)100%=28.57%.研究表明:小学高年级学生友善品质和助人行为发展较好,积极情绪在友善品质与助人行为间起部分中介作用.

In order to explore the influence of friendly quality on helping behavior of senior primary school students,and to analyze the role of positive emotion,a total of 197 primary school students from grade 4 to 6 were investigated by using“positive mental characters scale for Chinese school students”“positive and negative affect scale(PANAS)”“primary school students’sharing and helping behavior questionnaire”.SPSS 22.0 software was used to carry out independent sample t test,variance analysis and Pearson correlation analysis,and the non-parametric percentile Boot-strap method of bias correction in Process 4.1 macro program plug-in was used to statistically analyze the valid data.The results showed that:1)the mean values of both friendly quality and helping behavior of senior primary school students were significantly higher than the theoretical median value(p<0.05);2)the interaction effect between gender and grade on helping behavior of upper elementary school students was significant(p<0.05);3)there were significant differences in helping behaviors between different levels of friendly quality and positive emotion(p<0.05);4)there was a significant positive correlation among friendly quality,positive emotion and helping behavior,where the correlation coefficient was 0.28-0.49(p<0.05);5)friendly quality can positively predict positive emotion(β=0.50,t=7.91),where both positive emotion and friendly quality can positively predict helping behavior(β=0.16,t=2.08;β=0.20,t=2.71).6)In the mediation model,the total effect(c=0.28)and direct effect(c′=0.20)of friendly quality and the mediating effect of positive emotion(ab=0.08)did not contain 0 in Boot-strap 95%confidence interval,indicating that positive emotion had a significant mediating effect between friendly quality and helping behavior.The proportion of mediating effect was(ab/c)100%=28.57%.The study shows that both friendly quality and helping behavior of senior primary school students develop well,where positive emotion plays a partial mediating role between friendly quality and helping behavior.