情绪调节自我效能感与心理健康的交叉滞后研究

Cross-Lagged Analysis of Relationship between Affective Self-Regulatory Efficacy and Mental Health in Adolescents

对531名青少年进行五个月的追踪,运用交叉滞后回归分析考察积极情绪、沮丧、生气三种情绪调节自我效能感与心理健康(问题行为、抑郁和生活满意度)间的相互影响。结果:T1沮丧情绪调节自我效能感显著预测T2抑郁水平;T1生活满意度和抑郁显著预测T2生气情绪调节自我效能感。结论:高沮丧情绪调节自我效能感能保护青少年处于"低抑郁状态",而生气情绪调节自我效能感是青少年低生活满意度和抑郁状态下的易感效能。

During the last two decades, a body of research has shown that affective self-regulatory efficacy [i.e., self-efficacy to regulate positive emotion, perceived self-efficacy in managing anger/irritation(ANG), and perceived self-efficacy in managing despondency/distress(DES)] plays an important role in students’ psychological functioning. High affective self-regulatory efficacy is often accompanied by more prosocial behavior and less involvement in delinquency and depression. Previous research has revealed that self-efficacy to regulate positive emotion and self-efficacy to regulate negative emotion play different roles in different mental health indicators, but there is a lack of research on the relations between ANG and mental health, and DES and mental health, respectively. Therefore, the aim of this study was to explore the relations between the three types of affective selfregulatory efficacy and mental health.Procedures: the study followed the consent procedure. The school leaders, class supervisors and parents of participants were contacted to get their permission for students to take part in the survey. Participants took part in the survey on a voluntary basis. In September 2013 and January 2014, the Affective Self-Regulatory Efficacy Scale, the Adolescent Problem Behavior Scale, the Anxiety/Depression Subscale of Achenbach Adolescent Behavior Checklist, the Life Satisfaction Scale were administered to 531 junior and senior high school students. Cross-lagged models were used to explore the reciprocal relations between affective self-regulatory efficacy(i.e. self-efficacy to regulate positive emotion, perceived self-efficacy in managing despondency/distress, and perceived self-efficacy in managing anger/irritation) and mental health(problem behaviors, anxiety/depression, and life satisfaction).The results indicated that:(1) The Paired t-test revealed that from T1 to T2, there was no significant change in students’ perceived self-efficacy in expressing positive affect, perceived self-efficacy in managing despondency/distress, externalizing problems, or life satisfaction, but perceived self-efficacy in managing anger/irritation(t =-.13, p <.01) decreased significantly.(2) Perceived self-efficacy in expressing positive affect at T1 did not predict problem behaviors, anxiety/depression or life satisfaction at T2;but the perceived self-efficacy in managing despondency/distress at T1 significantly predicted depression at T2(γ =-.11, SE =.04, p <.05), and life satisfaction and depression at T1 significantly predicted perceived selfefficacy in managing anger/irritation at T2(γ =.18, SE =.09, p <.01;γ =-.10, SE =.12, p <.05). Conclusion: students’ perceived self-efficacy in managing despondency/distress and perceived self-efficacy in managing anger/irritation have different relationship with mental health indicators: adolescents with high levels of perceived self-efficacy in managing despondency/distress may have low levels of depression, and low levels of life satisfaction and high levels of depression may lead to low levels of perceived self-efficacy in managing anger/irritation. Therefore, perceived self-efficacy in managing anger/irritation is more likely to be affected by poor mental health. Implications for practice are the following: a better understanding of the reciprocal relationship between emotional regulatory self-efficacy and mental health can help school psychologists design more appropriate intervention programs to enhance adolescents’ mental health..