中学生社会适应能力在对父母态度与学业焦虑间的关联

李章红; 周亚宁; 杨天烨; 朱贝贝; 冯正直

doi:10.16835/j.cnki.1000-9817.2024384

中学生社会适应能力在对父母态度与学业焦虑间的关联

doi: 10.16835/j.cnki.1000-9817.2024384

1.
重庆市荣昌区教师进修学校，402460
2.
西南大学心理学部
3.
安徽医科大学公共卫生学院
4.
陆军军医大学医学心理系

基金项目:

高校优秀青年人才支持计划重点项目 gxyqZD2021101

详细信息

作者简介:
李章红(1974-)，女，重庆市人，硕士，高级教师，主要从事中小学心理健康教育、心理咨询和家庭教育工作

通讯作者:
朱贝贝，E-mail：a513275541@126.com

冯正直，E-mail：fzz@tmmu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 G78
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- 被引次数: 0
出版历程
- 收稿日期: 2024-10-10
- 修回日期: 2024-11-10
- 网络出版日期: 2025-01-07
- 刊出日期: 2024-12-25

Social adaptation in the association between attitude towards parents with academic anxiety among middle school students

1.
Chongqing Rongchang District Teachers' Training College, Chongqing (402460), China

摘要

摘要: 目的了解重庆市中学生社会适应能力在对父母的态度与学业焦虑之间的关联，为丰富家庭教育和青少年发展理论框架提供思路和依据。方法 2023年9—11月，采用方便整群抽样的方法，抽取重庆市34 097名13~18岁的中学生应用自编问卷、社会适应能力量表及心理健康水平量表进行测评。采用Logistic回归分析和结构方程模型评估社会适应能力在中学生对父母态度与学业焦虑关系间的中介作用。结果重庆市中学生高学业焦虑的比例为48.80%，不同性别、学段、对父母的态度以及社会适应能力中学生学业焦虑水平差异均有统计学意义(χ²值分别为948.45，173.92，537.51，4 770.04，P值均<0.01)。Logistic回归分析结果显示，对父母的积极态度与学业焦虑适中(OR=1.13，95%CI=1.08~1.18)和高学业焦虑(OR=1.14，95%CI=1.09~1.19)均呈正相关(P值均<0.05)。中介效应分析结果显示，中学生对父母的积极态度负向预测学业焦虑(β=-0.12，P<0.01)，但当社会适应能力作为控制变量时，对父母的积极态度与中学生学业焦虑之间的原始负向关系发生了变化(β=0.02，P<0.01)，社会适应能力在这一关系中起到遮掩效应。中学生社会适应能力在中学生对父母的积极态度与学业焦虑的关系间起中介作用，中介效应量为-0.63。结论中学生对父母的态度会直接影响到学业焦虑，也会通过社会适应能力对学业焦虑产生间接影响，但存在遮掩效应。重视家庭教育，积极关注学生社会适应能力，有助于提高青少年心理健康水平。
- 社会适应 /
- 焦虑 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To understand the social adaptation in the association between attitude towards parents with academic anxiety among middle school students in Chongqing, so as to provide a basis and thinking method for theoretical framework of family education and youth development. Methods Convenient and clustering sampling method was used to select 34 097 middle school students aged 13-18 years during September to November 2023. All the participants were investigated with self-designed questionnaire, Social Adaptability Scale and Mental Health Test. The mediating effect of social adaptability in the relationship between students' attitudes towards their parents academic anxiety was evaluated by using Logistic regression analysis and structural equation model. Results The proportion of high school students in Chongqing with academic anxiety was 48.80%. Academic anxiety differed significantly by sex, academic grade, attitude towards parents, and social adaptability (χ²=948.45, 173.92, 537.51, 4 770.04, P<0.01). The results of Logistic regression analysis showed that positive attitudes towards parents were positively correlated with moderate academic anxiety (OR=1.13, 95%CI=1.08-1.18) and high academic anxiety (OR=1.14, 95%CI=1.09-1.19) (P<0.05). The results of the mediation effect analysis showed that positive attitude of middle school students towards their parents negatively predicted academic anxiety (β=-0.12, P<0.01), but when social adaptation ability was used as a control variable, the original negative relationship between the positive attitude towards parents and academic anxiety of middle school students changed (β=0.02, P<0.01), and social adaptation ability played a masking effect in the relationship. The social adaptation ability of middle school students played a mediating role in the relationship between their positive attitudes towards their parents and academic anxiety, with a mediating effect of -0.63. Conclusions The attitude of middle school students towards their parents will directly affect academic anxiety, and also have an indirect impact on academic anxiety through social adaptability, but there is a cover effect. Pay more attention to family education and actively focus on students' social adaptability can contribute to improve the mental health level of adolescents.
- Social adjustment /
- Anxiety /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 不同组别中学生学业焦虑水平分布比较

Table 1. Comparison of the academic anxiety levels of middle school students with different groups

组别	人数	低学业焦虑	学业焦虑适中	高学业焦虑	χ²值	P值
性别
女	18 007	1 369(7.60)	6 620(36.76)	10 018(55.63)	948.45	< 0.01
男	16 090	2 544(15.81)	6 925(43.04)	6 621(41.15)
学段
初中	18 630	1 810(9.72)	7 248(38.90)	9 572(51.38)	173.92	< 0.01
高中	15 467	2 103(13.60)	6 297(40.71)	7 067(45.69)
对父母的态度
很不喜欢	410	53(12.93)	132(32.20)	225(54.88)	537.51	< 0.01
不喜欢	577	76(13.17)	164(28.42)	337(58.41)
一般	5 661	506(8.94)	1 891(33.40)	3 264(57.66)
比较喜欢	9 711	842(8.67)	3 773(38.85)	5 096(52.48)
非常喜欢	17 738	2 436(13.73)	7 585(42.76)	7 717(43.51)
社会适应能力
很差	22 148	1 494(6.75)	7 271(32.83)	13 383(60.43)	4 770.04	< 0.01
较差	7 352	1 117(15.19)	3 757(51.10)	2 478(33.71)
一般	3 381	782(23.13)	1 926(56.97)	673(19.91)
良好	756	272(35.98)	404(53.44)	80(10.58)
很强	460	248(53.91)	187(40.65)	25(5.43)
总计	34 097	3 913(11.48)	13 545(39.72)	16 639(48.80)
注：()内数字为构成比/%。

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