摘要
目的探讨留守初中生自我效能与社会适应之间的关系以及应对方式在其中所起的中介效应,为研究留守初中生社会适应问题提供心理学依据。方法采用一般自我效能感量表(GSES)、中学生应对方式量表和中学生社会适应量表(SAS-SSS),对整群随机抽取的湖南省3所乡村中学共641名留守初中生进行调查,对数据进行相关与回归分析及结构方程模型的建立。结果留守初中生自我效能感以及应对方式的问题解决、求助、退缩、发泄、幻想与社会适应各维度之间的相关均存在统计学意义(r值分别为0.503,0.602,0.299,0.488,0.126,-0.102,P值均<0.01),且自我效能感、问题解决、求助、退缩均能正向预测社会适应(P值均<0.01)。留守初中生的问题解决和求助在自我效能感与社会适应之间起着部分中介作用,中介效应分别占总效应的36.0%和7.1%。结论留守初中生的自我效能感、问题解决和求助是影响社会适应的重要因素。
Objective To explore relation between general self-efficacy and social adaptation among left-behind middle school students. Methods General self-efficacy Scale{ GSES}, Coping Style Scale of Middle School Students （CSSMSS） and Social Adaptation for middle school students （SAS-SSS） was recruited among randomly selected 275 left-behind rural junior high school students. Results There were significant correlations among general self-efficacy, problem-solving, helping-seeking, withdrawat, feeling ventilation, fantasy and social adaptation. The results also showed that the problem-solving among left-behind students had partial mediation effect in the relation between general self-efficacy and social adaptation. Helping-seeking had partial mediation role in the correlation between general self-efficacy and social adaptation. Conclusion Self-efficacy, problem solving and helping-seeking are the important factors affecting the social adaptation among left-behind middle school students.
出处
《中国学校卫生》
CAS
北大核心
2014年第10期1458-1461,共4页
Chinese Journal of School Health
基金
贵州省哲学社会科学规划一般课题项目(13GZYB40)
关键词
社会适应
精神卫生
学生
Social adjustment
Mental health
Students
