中学生积极体验的影响因素分析

Influence factors of positive emotional experience of middle school students

目的:了解中学生积极体验的现状及影响因素,为中学生情绪健康的辅导与干预提供理论依据与实践指导。方法:本研究采用了台湾学者黄正鹤与郑英耀编制的中学生学校生活经验问卷,该问卷的7个分量表在本研究中均达到了心理测量学的信度和结构效度标准;使用该问卷收集了两部分数据(第一部分是路径分析的研究数据,在浙江的6所中学收集了有效问卷1322份;第二部分是多层分析的研究数据,在浙江、江西和上海的30所中学收集了有效问卷4851份);使用SPSS24.0进行描述分析、使用AMOS21.0进行路径分析、使用HLM6.08进行多层分析。结果:积极体验得分较高的中学生占调查人数的49.4%,中学生的积极体验随着年级的升高而降低;教师关爱、沟通频率、学习效能、积极冲突解决、学业成绩、受欺负频率、沟通质量可显著直接影响积极体验,标准化直接效应分别为0.397、0.130、0.127、0.125、0.103、-0.080、0.075;教师关爱、欺负频率、受欺负程度、消极冲突解决、受欺负频率、沟通频率、积极冲突解决、旷课情形、学习效能、沟通质量可显著间接影响积极体验,标准化间接效应分别为0.137、-0.128、-0.108、0.098、-0.077、0.060、0.050、-0.050、0.033、0.014;教师关爱、沟通频率、积极冲突解决、学习效能、受欺负频率、欺负频率、受欺负程度、学业成绩、消极冲突解决、沟通质量、旷课情形对积极体验具有显著的总效应,效应值分别为0.534、0.190、0.175、0.160、-0.156、-0.128、-0.108、0.103、-0.098、0.089、-0.050;沟通常模、消极解决常模、教师关爱常模显著预测积极体验的学校均值变异,标准化回归系数分别是0.2208、-0.7847、0.3774。结论:近半数的中学生积极体验得分较高,中学生的积极体验随着年级的升高呈下降趋势;中学生的积极体验与个体的心理、行为、学习相关因素等多个内外因素密切相关。

Objective:To understand the basic status and influencing factors of positive emotional experience of middle school students,and to provide theoretical basis and practical guidance for emotional health guidance and intervention for middle school students.Methods:This study adopted the middle school students’school life experience questionnaire which is programmed by Taiwan scholars Huang Zhenghe and Ying-yao Zheng,the Seven subscales of questionnaire in this study have reached the psychometric standard of reliability and structural validity;two parts of data were collected by using this questionnaire.The first part was the study data for difference test and path analysis,which collected 1322 valid questionnaires in 6 middle schools in zhejiang province;the second part was the study data for multi-level analysis,which collected 4,851 valid questionnaires in 30 middle schools in Zhejiang,Jiangxi and Shanghai;SPSS24.0 was used for description analysis,AMOS21.0 was used for path analysis,and HLM6.08 was used for multi-level analysis.Results:Middle school students with higher positive experience scores accounted for 49.4%of the survey;Teacher care,communication frequency,learning efficiency,positive conflict resolution,academic achievement,frequency of being bullied and communication quality could significantly directly affect positive experience which the standardized direct effects respectively were 0.397,0.130,0.127,0.125,0.103,-0.080 and 0.075;Teacher care,bullying frequency,degree of being bullied,negative conflict resolution,frequency of being bullied,communication frequency,positive conflict resolution,absenteeism,learning efficiency,and communication quality could significantly and indirectly affect positive experience with the standardized indirect effect respectively 0.137,-0.128,-0.108,0.098,-0.077,0.060,0.050,-0.050,0.033,0.014;Teachers support,communication frequency,positive conflict resolution,learning efficiency,frequency of being bullied,bullying frequency,degree of being bullied,academic achievement,negative conflict resolution,communication quality,truancy situation had significant total effect to positive experience,standardized effect respectively were 0.534,0.190,0.175,0.160,-0.156,-0.128,-0.108,0.103,-0.098,0.089,-0.050;Communication norm,negative resolution norm and teacher support norm significantly predicted the variation of school mean of positive experience,standardized regression coefficients were 0.2208,0.7847,0.3774.Conclusion:Nearly half of the middle school students have high positive experience scores,positive experience of middle school students decreases with the students grade.The positive experience of middle school students is closely related to various internal and external factors such as individual psychology,behavior and learning factors.In order to promote the active development of middle school students’experience,the school should take various measures.