学校资源对青少年早期幸福感发展的影响：意向性自我调节的纵向中介作用

doi:10.3724/SP.J.1041.2020.00874

摘要/Abstract

摘要：

通过对1214名初中生历时3年的3次追踪测量, 考察了青少年早期的学校资源、意向性自我调节及幸福感的发展趋势, 并对意向性自我调节在学校资源与幸福感发展间的纵向中介作用机制进行检验。结果发现, 在青少年早期, 学校资源具有相对的稳定性, 意向性自我调节及幸福感均呈线性增长; 学校资源对幸福感发展的作用机制表现为：一方面, 学校资源通过意向性自我调节的初始水平分别对幸福感的初始水平和发展速度起间接作用, 另一方面, 学校资源通过意向性自我调节的发展速度对幸福感的发展速度起间接作用。结论：青少年早期, 学生的学校资源水平保持稳定, 意向性自我调节和幸福感的发展均呈线性递增趋势; 学校资源能够通过意向性自我调节的初始水平和发展速度对幸福感的发展起间接作用。

关键词: 学校资源, 意向性自我调节, 幸福感, 青少年早期, 潜在增长模型

Abstract:

Well-being is an important aspect of an adolescent’s mental health, and it has been recognized as such by a majority of developmental psychologists. Relatively few studies, however, have examined the latent growth of well-being, particularly during early adolescence. School assets include the school environment, relationships with teachers, and the young person’s attitude toward school. Existing research has shown that school assets are closely related to the current and future levels of well-being of adolescents. However, little is known about the longitudinal mediating mechanism between two variables. The current study used latent growth curve modeling to examine developmental trends in school assets, intentional self-regulation and well-being, incorporating a three-wave longitudinal design. On this basis, a longitudinal mediation model was constructed to examine the effect and longitudinal mediation of the level and slope of intentional self-regulation between school assets and the development of well-being.
A sample of 1214 school children (mean age = 12.89 years, SD = 0.51) was followed up for three years from the first year of junior high school to the third year of junior high school. In three waves, they anonymously filled out questionnaires regarding school assets, intentional self-regulation and well-being. All of the measures showed good reliability and validity. The adolescents’ socio-demographic information was collected at the first wave. We used SPSS 21.0 and Mplus 7.4 to analyze the data. A series of models were tested in the following sequence. First, we used the latent growth models to examine the development trend of each variable; second, we examined the effects of school assets on well-being by using the parallel process models; third, we used a longitudinal mediating model to examine the mediation hypothesis. In this model we first used a causal-step strategy to inspect the specific paths, and we used the bootstrap method to test the indirect effects.
Results showed that, during early adolescence, school assets remained stable, self-regulation and well-being increased in a linear manner during the follow-up period, but, the higher the initial level, the slower the growth rate. After controlling for gender and district, the structural equation model showed that school assets had a positive effect on the level of well-being, but it could not directly predict the growth rate of well-being; School assets can indirectly affect the initial level of well-being through the initial level of intentional self-regulation.
These findings suggest that early adolescence may be a critical period for the development of intentional self-regulation and well-being. They not only highlight the importance of school assets for the growth of intentional self-regulation and well-being during early adolescence, but also confirm the indirect role of the adolescent’s own developmental strength in the relationship between school assets and well-being.

Key words: school assets, intentional self-regulation, well-being, early adolescence, latent growth modeling

中图分类号:

B844

常淑敏, 郭明宇, 王靖民, 王玲晓, 张文新. (2020). 学校资源对青少年早期幸福感发展的影响：意向性自我调节的纵向中介作用. 心理学报, 52(7), 874-885.

CHANG Shumin, GUO Mingyu, WANG Jingmin, WANG Lingxiao, ZHANG Wenxin. (2020). The influence of school assets on the development of well-being during early adolescence: Longitudinal mediating effect of intentional self-regulation. Acta Psychologica Sinica, 52(7), 874-885.

图/表 6

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变量	1	2	3	4	5	6	7	8	9
1.学校资源T1	1
2.学校资源T2	0.57^***	1
3.学校资源T3	0.49^***	0.56^***	1
4.意向性自我调节T1	0.40^***	0.23^***	0.21^***	1
5.意向性自我调节T2	0.29^***	0.36^***	0.27^***	0.32^***	1
6.意向性自我调节T3	0.31^***	0.29^***	0.40^***	0.22^***	0.34^***	1
7.幸福感T1	0.54^***	0.35^***	0.31^***	0.32^***	0.27^***	0.28^***	1
8.幸福感T2	0.37^***	0.48^***	0.34^***	0.26^***	0.32^***	0.28^***	0.51^***	1
9.幸福感T3	0.31^***	0.31^***	0.50^***	0.17^***	0.21^***	0.35^***	0.41^***	0.54^***	1
M	20.78	20.95	20.90	33.13	33.63	34.75	34.45	34.22	34.85
SD	5.30	5.49	5.50	5.28	5.61	5.38	6.37	6.42	6.55

变量	1	2	3	4	5	6	7	8	9
1.学校资源T1	1
2.学校资源T2	0.57^***	1
3.学校资源T3	0.49^***	0.56^***	1
4.意向性自我调节T1	0.40^***	0.23^***	0.21^***	1
5.意向性自我调节T2	0.29^***	0.36^***	0.27^***	0.32^***	1
6.意向性自我调节T3	0.31^***	0.29^***	0.40^***	0.22^***	0.34^***	1
7.幸福感T1	0.54^***	0.35^***	0.31^***	0.32^***	0.27^***	0.28^***	1
8.幸福感T2	0.37^***	0.48^***	0.34^***	0.26^***	0.32^***	0.28^***	0.51^***	1
9.幸福感T3	0.31^***	0.31^***	0.50^***	0.17^***	0.21^***	0.35^***	0.41^***	0.54^***	1
M	20.78	20.95	20.90	33.13	33.63	34.75	34.45	34.22	34.85
SD	5.30	5.49	5.50	5.28	5.61	5.38	6.37	6.42	6.55

变量	χ2	df	RMSEA	CFI	TLI	平均数		协相关
变量	χ2	df	RMSEA	CFI	TLI	截距	斜率	协相关
意向性自我调节	3.83	1	0.051	0.992	0.977	33.03^***	0.44^***	-0.24^*
幸福感	5.05	1	0.014	0.995	0.986	34.16^***	0.11^*	-0.20^*
学校资源	0.19	1	< 0.001	1.000	1.003

变量	χ2	df	RMSEA	CFI	TLI	平均数		协相关
变量	χ2	df	RMSEA	CFI	TLI	截距	斜率	协相关
意向性自我调节	3.83	1	0.051	0.992	0.977	33.03^***	0.44^***	-0.24^*
幸福感	5.05	1	0.014	0.995	0.986	34.16^***	0.11^*	-0.20^*
学校资源	0.19	1	< 0.001	1.000	1.003

直接路径	β	B	SE	p
学校资源→意向性自我调节截距	0.63	0.39	0.04	0.000
学校资源→意向性自我调节斜率	0.52	0.20	0.07	0.000
学校资源→幸福感截距	0.29	0.30	0.07	0.000
学校资源→幸福感斜率	0.19	0.09	0.19	0.296
意向性自我调节截距→ 幸福感截距	0.53	0.87	0.09	0.000
意向性自我调节截距→ 幸福感斜率	-0.67	-0.51	0.17	0.000
意向性自我调节斜率→ 幸福感斜率	0.74	0.92	0.19	0.000