中国临床心理学杂志

青少年创伤后成长对其学业卷入的影响：社会支持的调节作用

作者：伍新春陈杰灵蔚鹏霞王文超

分类号：R395.6

出版年,卷(期):页码：2017,25(5):919-922

摘要：

目的：探究汶川地震四年半后青少年创伤后成长对其学业卷入的影响，以及社会支持在创伤后成长与学业卷入关系中的调节作用。方法：采用中文版创伤后成长问卷、学业卷入问卷和社会关系网络问卷对汶川县379名经历地震的中学生进行调查。结果：①创伤后成长正向预测学业卷入；②父母支持正向预测学业卷入，且在创伤后成长与学业卷入的关系中起到调节作用，表现为创伤后成长对学业卷入的预测力随父母支持水平的降低而增强；③教师支持和同学支持均正向预测学业卷入，但在创伤后成长与学业卷入的关系中均不起调节作用。结论：创伤后成长、社会支持能够促进青少年在创伤后的学业卷入水平，且父母支持能在创伤后成长与学业卷入的关系中起到调节作用。

Objective: To investigate the effects of posttraumatic growth on school engagement and the role of social sup-port as a moderator. Methods: Self-reported measure was assessed among 379 adolescents in Wenchuan county four and a half years after the Wenchuan earthquake. Results: Post-traumatic growth positively predicted school engagement. Paren-tal support positively predicted school engagement, and it moderated the relationship between post-traumatic growth and school engagement, showing that the effect of post-traumatic growth on school engagement is stronger when the parental support is lower. Teacher support and peer support positively predicted school engagement respectively, but they had no moderating effect the relationships between post-traumatic growth and school engagement. Conclusion: Post-traumatic growth and social support have positive effects on school engagement among adolescents who experienced traumatic event, which is moderated by parental support.

基金项目：

北京市社会科学基金重大项目（15ZDA11）

作者简介：

参考文献：

1 Costello EJ, Erkanli A, Fairbank JA. The prevalence of potentially traumatic events in childhood and adolescence. Journal of Traumatic Stress, 2002, 15(2):99-112
2 Tedeschi RG, Calhoun LG. The post-traumatic growth inventory:Measuring the positive legacy of trauma. Journal of Traumatic Stress, 1996, 9(3):455-471
3 Tedeschi RG, Calhoun LG. Trauma and transformation:Growing in the aftermath of suffering. Thousand Oaks, CA:Sage Publications, 1995
4 Johnson RJ, Hobfoll SE, Hall BJ, et al. Posttraumatic growth:Action and reaction. Applied Psychology:An International Review, 2007, 56(3):428-436
5 Hobfoll SE. Social and psychological resources and adaptation. Review of General Psychology, 2002, 6(4):307-324
6 Hobfoll SE, Hall BJ, Canetti-Nisim D, et al. Refining our understanding of traumatic growth in the face of terrorism:Moving from meaning cognitions to doing what is meaningful. Applied Psychology:An International Review, 2007, 56 (3):345-366
7 Newmann F. Student engagement and achievement in American secondary schools. New York:Teachers College Press, 1992
8 安媛媛, 李秋伊, 伍新春. 自然灾难后青少年创伤后成长的质性研究——以汶川地震为例. 北京师范大学学报(社会科学版), 2015, 6:107-113
9 Murry C. Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. Journal of Early Adolescence, 2009, 29(3):376-404
10 Wang MT, Eccles JS. Social support matters:Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 2012, 83(3):877-895
11 Lepore SJ, Kernan WD. Positive life change and the social context of illness:An expanded social-cognitive processing model. In Park CL, Lechner SC, Antoni MH, et al. Medical illness and positive life change:Can crisis lead to personal transformation? Washington, DC:American Psychological Association, 2009. 139-152
12 Bolger N, Amarel D. Effects of social support visibility on adjustment to stress:Experimental evidence. Journal of Personality and Social Psychology, 2007, 92:458-475
13 Fisher JD, Nadler A, Whitcher-Alagna S. Recipient reactions to aid. Psychological Bulletin, 1982, 91:27-54
14 林崇德. 灾后中小学生心理疏导研究. 北京:经济科学出版社, 2014
15 Glanville JL, Wildhagen T. The measurement of school engagement:Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 2007, 67(6):1019-1041
16 邹泓. 中学生的社会支持系统与同伴关系. 北京师范大学学报(社会科学版), 1999, 1:34-42
17 邢怡伦, 王建平, 尉玮, 闫煜蕾. 社会支持对青少年焦虑的影响:情绪调节策略的中介作用. 中国临床心理学杂志, 2016, 24(6):1079-1082
18 叶宝娟, 郑清, 孙庆民, 等. 社会支持与高考焦虑的关系:一个有调节的中介模型. 中国临床心理学杂志, 2016, 24 (3):527-530
19 Berndt TJ, Miller KE. Expectancies, values, and achievement in junior high school. Journal of Educational Psychology, 1990, 82(2):319-326
20 Stanton-Salazar RD. A social capital framework for understanding the socialization of racial minortiy children and youths. Harvard Educational Review, 1997, 67(1):1-40
21 陈彦垒, 郭少阳. 初中生感知教师支持行为对学业成就的影响:有中介的调节效应. 中国临床心理学杂志, 2016, 24 (2):332-337
22 Ladd GW, Herald-Brown SL, Kochel KP. Peers and motivation. In Wentzel KR, Wigfiel DA, et al. Handbook of motivation at school. New York:Routledge, 2009. 323-348

服务与反馈：

【文章下载】【加入收藏】