初中生孤独感与社会支持的发展轨迹及相互作用

陈子逸; 张天成; 张福兰; 周县委; 刘阳; 马渊源; 陈依依; 王澳伦; 郭淑媛

doi:10.16835/j.cnki.1000-9817.2024327

初中生孤独感与社会支持的发展轨迹及相互作用

doi: 10.16835/j.cnki.1000-9817.2024327

吉首大学体育科学学院，湖南 416000

基金项目:

教育部规划基金项目 22YJ880086

湖南省教育厅重点项目 21A0346

吉首大学研究生科研创新项目 JGY2023009

详细信息

作者简介:
陈子逸(2000-)，男，湖南长沙人，在读硕士，主要研究方向为青少年体质健康

通讯作者:
张天成，E-mail：jdzhangtiancheng@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.2 C913.5
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- 被引次数: 0
出版历程
- 收稿日期: 2024-06-27
- 修回日期: 2024-09-03
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Developmental trajectory and interaction between loneliness and social support among middle school students

College of Sports Science, Jishou University, Jishou (416000), Hunan Province, China

摘要

摘要: 目的分析初中生孤独感与社会支持的发展轨迹，探究孤独感与社会支持的相互作用，为初中生心理健康发展提供循证依据。方法采取整群随机抽样法，选取湖南省湘西土家族苗族自治州4所公立中学989名在校初一年级学生进行3次追踪调查(T1：2023年3月，T2：2023年6月，T3：2023年12月)，采用加州大学洛杉矶分校孤独量表(UCLA)与大学生社会支持评定量表(SSSUS)进行问卷调查，通过潜变量增长模型建模，检验初中生孤独感与社会支持的发展轨迹，并通过交叉滞后分析考察孤独感与社会支持的相互作用。结果初中生T1，T2，T3孤独感与社会支持得分分别为(43.1±5.8，42.5±6.8，42.0±6.9；55.9±12.0，60.7±15.7，60.4±16.7)分。相关性分析显示孤独感水平(T1，T2，T3)与社会支持(T1，T2，T3)均呈负相关(r=-0.47~-0.36，P值均 < 0.01)。潜变量增长模型结果显示，孤独感发展轨迹呈线性下降趋势，社会支持的发展轨迹呈线性上升趋势，且初始水平和变化速度均呈现显著的个体差异(P < 0.05)。交叉滞后分析表明，T1孤独感水平能负向预测T2社会支持得分(β=-0.16)，T2孤独感水平能负向预测T3社会支持得分(β=-0.12)，前测孤独感能够正向预测自身水平，路径系数分别为0.58和0.47；T1社会支持得分能负向预测T2孤独感水平(β=-0.10)，T2社会支持得分能负向预测T3孤独感水平(β=-0.15)，前测孤独感能够正向预测自身水平，路径系数分别为0.43和0.44(P值均 < 0.05)。结论初中生孤独感的发展轨迹呈下降趋势，社会支持的发展轨迹呈线性上升趋势，孤独感与社会支持间存在纵向因果关系。
- 孤独 /
- 社会支持 /
- 精神卫生 /
- 学生
Abstract: Objective To analyze the developmental trajectories of middle school students' loneliness and social support, as well as to explore the interaction between loneliness and social support, so as to provide the evidence-based support for the mental health development of adolescents. Methods A total of 989 first-year students from four public middle schools in Xiangxi Tujia and Miao Autonomous Prefecture, Hunan Province were selected for three follow-up surveys by a cluster random sampling method (T1:March 2023, T2:June 2023, T3:December 2023). The UCLA Loneliness Scale-20 (ULS-20) and Social Support Scale for University Students (SSSUS) were employed for questionnaire data collection. The growth mixture modeling was utilized to test the developmental trajectories of loneliness and social support among middle school students, while the cross-lagged analysis was performed to investigate their mutual influence. Results The scores for loneliness and social support in T1, T2 and T3 were (43.1±5.8, 42.5±6.8, 42.0±6.9; 55.9±12.0, 60.7±15.7, 60.4±16.7), respectively. Correlational analysis revealed a significant negative correlation between loneliness levels (T1, T2, T3) and social support (T1, T2, T3) (r=-0.47 to -0.36, P < 0.01). Growth mixture modeling indicated a linear declining trend of middle school students' loneliness, and the developmental trajectory of social support showed a linear increasing trend, with significant individual differences in initial levels and rates of change (P < 0.05). Cross-lagged analyses revealed that loneliness levels at T1 negatively predicted social support scores at T2 (β=-0.16), and loneliness levels at T2 negatively predicted social support scores at T3 (β=-0.12) (P < 0.05). Additionally, prior loneliness positively predicted its subsequent levels, with path coefficients of 0.58 and 0.47, respectively (P < 0.05). Social support scores at T1 negatively predicted loneliness levels at T2 (β=-0.10), while scores at T2 negatively predicted loneliness levels at T3 (β=-0.15) (P < 0.05). Prior loneliness also positively predicted its subsequent levels, with path coefficients of 0.43 and 0.44, respectively (P < 0.05). Conclusion The developmental trajectory of middle school students' loneliness demonstrates a decreasing trend, while that of social support exhibits a linear increasing trend, indicating a longitudinal causal relationship between loneliness and social support.
- Loneliness /
- Social support /
- Mental health /
- Students
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图 1 初中生孤独感和社会支持的交叉滞后模型

Figure 1. Cross-lagged model of loneliness and social support among middle school students

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表 1 不同人口学特征初中生孤独感与社会支持各时期得分比较(x±s)

Table 1. Comparison of the various period scores of loneliness and social support among middle school students with different demographic characteristics(x±s)

人口学指标	选项	人数	统计值	孤独感			社会支持
人口学指标	选项	人数	统计值	T1	T2	T3	T1	T2	T3
性别	男	395		43.8±6.4	43.4±6.9	42.7±7.0	54.6±12.3	58.6±16.9	57.9±17.2
	女	380		42.3±5.2	41.7±6.6	41.2±6.8	57.3±11.5	62.8±14.1	62.9±15.8
			t值	3.60^**	3.47^**	2.95^**	-3.17^**	-3.74^**	-4.27^**
留守状态	留守	83		43.9±5.9	42.3±7.7	41.5±6.8	52.2±11.7	56.4±14.7	56.8±14.7
	非留守	692		43.0±5.8	42.6±6.7	42.0±6.9	56.3±12.0	61.1±15.8	60.8±16.9
			t值	1.49	-0.63	-0.51	-2.72^**	-2.53^*	-2.14^*
是否独生子女	是	168		44.0±6.4	43.5±6.3	43.2±6.9	55.1±12.6	60.0±16.4	59.1±18.4
	否	607		42.8±5.7	42.3±6.9	41.6±6.9	56.1±11.8	60.9±15.5	60.7±16.2
			t值	2.13^*	2.17^*	2.54^*	-0.95	-0.66	-0.98
注： ^P < 0.05，^*P < 0.01。

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