摘要
为明确小学生同伴关系、情绪调节自我效能感对其学业适应的影响,探究情绪调节自我效能感的中介机制及情绪弹性在三者之间关系上的调节作用,本研究采用同伴关系、情绪调节自我效能感、情绪弹性及学业适应四个量表对921名小学生进行了调查。研究发现:(1)同伴关系显著正向预测学业适应;(2)情绪调节自我效能感在同伴关系与学业适应的关系中起部分中介作用;(3)情绪弹性在同伴关系与学业适应关系、情绪调节自我效能感的中介作用中均起到调节作用。研究表明,情绪调节自我效能感和情绪弹性是小学生同伴关系影响学业适应的情绪作用机制。教师和学校可以通过发挥同伴关系积极作用、开展情绪调节自我效能感和情绪弹性水平的教育干预等促进小学生学业适应。
In order to clarify the effects of peer relationship and regulatory emotional self-efficacy on academic adjustment,and to explore the mediating mechanism of regulatory emotional self-efficacy and the moderating role of emotional resilience in the relationship between the three variables,921 primary school students were investigated using the Peer Relationship Scale,Regulatory Emotional Self-Efficacy Scale,Emotional Resilience Scale,and Academic Adjustment Scale.The results show that:1)peer relationship significantly positively predicts academic adjustment;2)regulatory emotional self-efficacy plays a partial mediating role in the relationship between peer relationship and academic adjustment;3)emotional resilience plays a moderating role both in the relationship between peer relationship and academic adjustment,and in the mediating role of regulatory emotional self-efficacy.The research shows that regulatory emotional self-efficacy and emotional resilience are the emotion regulation mechanism of peer relationship affecting academic adjustment.Giving full play to the positive role of peer relationship and carrying out educational intervention on regulatory emotional self-efficacy and emotional resilience can promote primary school students’academic adjustment.
作者
严蓓颖
李玉华
俞劼
刘悦
YAN Beiying;LI Yuhua;YU Jie;LIU Yue(School of Elementary Education,Capital Normal University,Beijing,100089)
出处
《中国特殊教育》
CSSCI
北大核心
2021年第9期89-96,共8页
Chinese Journal of Special Education
关键词
同伴关系
学业适应
情绪调节自我效能感
情绪弹性
peer relationship
academic adjustment
regulatory emotional self-efficacy
emotional resilience
