目的 探讨流动儿童社会支持、核心自我评价与行为适应的关系以及核心自我评价的调节效应,为提高流动儿童的行为适应水平提供依据。方法 采用社会支持评定量表、核心自我评价量表、学习适应问卷和问题行为问卷对广州市、贵阳市的798名流动儿童进行问卷调查。结果 流动儿童社会支持及各维度、核心自我评价与学习适应呈正相关(r=0.22～0.55,P值均<0.01),与问题行为呈负相关(r＝-0.13～-0.41,P值均<0.01);社会支持对流动儿童行为适应具有显著影响;流动儿童核心自我评价在社会支持与学习适应之间具有显著的调节效应。结论 社会支持对流动儿童学习适应的影响随其核心自我评价水平不同而变化。
Abstract
Objective To explore the relationship among migrant children's social support,core self-evaluations and behavior adaptation and the moderator effects of core self-evaluations played,to provide the basis for improving the level of behavior adaptation. Method A total of 798 migrant children from Guangzhou and Guiyang cities completed measures of Social Support Rating Scale,Core-self Evaluations Scale,Learning Adaptation Questionnaire and Problem Behavior Questionnaire. Results There were positive correlations among migrant children's social support,core self-evaluations with learning adaptation (r=0.22~0.55,P<0.01) and negative correlations with problem behavior (r=-0.13~-0.41,P<0.01).Social support had significant influence on the migrant children's behavior adaptation.Core self-evaluations moderated the relationship between migrant children's social support and learning adaptation. Conclusion The effects of social support on migrant children's learning adaptation are different with the level changes of core self-evaluations.
关键词
流动儿童 /
社会支持 /
行为适应 /
核心自我评价
Key words
migrant children /
social support /
behavior adaptation /
core self-evaluations
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Perreira KM,Ornelas IJ.The physical and psychological well-being of immigrant children[J].The Future of Children,2011,21(1),195-218.
[2] 刘霞,范兴华,申继亮.初中留守儿童社会支持与问题行为的关系[J].心理发展与教育,2007,23(3),98-102.
[3] Kammeyer-Mueller JD,Judge TA,Scott BA.The role of core self-evaluations in the coping process[J].Journal of Applied Psychology,2009,94(1):177-195.
[4] 肖水源.社会支持评定量表[J].中国心理卫生杂志,1999,18(S):127-131.
[5] 杜建政,张翔,赵燕.核心自我评价的结构验证及其量表修订[J].心理研究,2012,5(3):54-60.
[6] 崔娜.初中生学习适应与自我概念的相关研究[D].重庆:西南大学,2008.
[7] 葛娟.学业不良儿童问题行为与社会支持的关系研究[D].北京:北京师范大学,2008.
[8] 温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用[J].心理学报,2005,37(2):268-274.
[9] Aiken LS,West SG.Multiple regression:testing and interpreting interactions [D].Newbury Park,CA:Sage,1991.
[10] 王中会,周晓娟,Gening J.流动儿童城市适应及其社会认同的追踪研究[J].中国特殊教育,2014,21(1):53-59.
[11] 聂衍刚,郑雪,张卫.中学生学习适应性状况的研究[J].心理发展与教育,2004,20(1):23-28.
[12] 崔丽霞,郑日昌.中学生问题行为的问卷编制和聚类分析[J].中国心理卫生杂志,2005,19(5):313-315.
[13] 曾守锤.流动儿童的压力和社会支持状况及社会支持保护作用的研究[J].心理科学,2011,34(3):631-635.
[14] Rosopa PJ,Schroeder AN.Core self-evaluations interact with cognitive ability to predict academic achievement[J].Personality and Individual Differences,2009,47(8):1003-1006.
[15] Judge TA,Hurst C.Capitalizing on one's advantages:role of core self-evaluations [J].Journal of Applied Psychology,2007,92(5):1212-1227.
基金
贵州省哲学社会科学规划一般项目(13GZYB40)
PDF(411 KB)
