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目的探讨认知重评在留守中学生消极学业情绪与心理幸福感关系中的作用。方法于2016年1—2月,采取整群随机抽样的方法调查安徽省六安市、芜湖市和马鞍山市11~18岁留守中学生434人,运用心理幸福感问卷、消极学业情绪问卷、情绪调节问卷以及背景问卷进行团体施测,对其心理幸福感、消极学业情绪、情绪调节以及背景变量进行t检验、相关分析与回归分析。结果 t检验表明,留守中学生中男生心理幸福感低于女生[(111.89±24.339)vs.(117.97±24.292),P<0.05,d=-0.251],男生的焦虑、沮丧高于女生[焦虑:(19.66±4.958)vs.(17.99±5.242),P<0.01,d=0.327;沮丧:(13.72±3.647)vs.(14.96±3.736),P<0.01,d=0.270]。相关分析显示,留守中学生心理幸福感与认知重评正相关(r=0.246,P<0.01),与消极学业情绪负相关(r=-0.242,P<0.01);而认知重评与消极学业情绪负相关(r=-0.112,P<0.01),但相关系数低于0.20。回归分析显示,控制年龄等背景变量后,消极学业情绪与心理幸福感的负向关联仍具有统计学意义(β=-0.54,t=-3.03,P=0.003),同时认知重评在消极学业情绪与心理幸福感关系中调节作用具有统计学意义(β=0.62,t=2.10,P<0.05);简单斜率检验表明,认知重评低分组(均分在-1标准差或以下)的消极学业情绪对心理幸福感的负向关联有统计学意义(simple slope=-0.368,t=-5.04,P<0.001);而认知重评高分组(均分在+1标准差或以上)的消极学业情绪对心理幸福感的负向关联无统计学意义(simple slope=-0.149,t=-1.71,P=0.089)。结论留守中学生认知重评的提高能降低消极学业情绪与心理幸福感的负向关联。
Objective To explore the role of cognitive reassessment in the relationship between passive schoolwork and psychological well-being of left-behind middle school students. Methods From January to February in 2016, a total of 434 left-behind middle school students aged from 11 to 18 in Lu’an City, Wuhu City and Ma’anshan City of Anhui Province were surveyed by cluster random sampling method. The questionnaires of psychological well-being, negative sentiment questionnaire, Questionnaires and background questionnaires for group test, t-test, correlation analysis and regression analysis on the psychological well-being, negative academic sentiment, emotional regulation and background variables. Results t-test showed that male middle school students boys psychological happiness was lower than that of girls [(111.89 ± 24.339 vs. 117.97 ± 24.292, P <0.05, d = -0.251], male students anxiety, depression higher than girls [anxiety: (19.66 ± 4.958) vs. (17.99 ± 5.242), P <0.01, d = 0.327; depressed: (13.72 ± 3.647) vs. (14.96 ± 3.736, P <0.01, d = 0.270). Correlation analysis showed that there was a positive correlation between left-behind middle school students’ psychological well-being and cognitive reevaluation (r = 0.246, P <0.01), negatively correlated with negative academic mood (r = -0.242, P <0.01) Academic sentiment was negatively correlated (r = -0.112, P <0.01), but the correlation coefficient was lower than 0.20. Regression analysis showed that the negative correlation between negative academic emotion and psychological well-being was still statistically significant (β = -0.54, t = -3.03, P = 0.003) after controlling for age and other background variables. At the same time, There was statistical significance in the relationship between academic mood and mental well-being (β = 0.62, t = 2.10, P <0.05); simple slope test showed that cognitive revaluation of low group (all below -1 standard deviation) Negative correlation between Negative Academic Emotions and Psychological Well-Being was statistically significant (simple slope = -0.368, t = -5.04, P <0.001) ) Negative correlation between negative emotion and mental well-being was not statistically significant (simple slope = -0.149, t = -1.71, P = 0.089). Conclusion The improvement of left-behind middle school students’recognition of cognition can reduce the negative relationship between negative sentiment and psychological well-being.