初中生心理韧性在心理虐待与学习行为障碍间的中介作用

目的探讨初中生心理虐待与学习行为障碍的关系,以及心理韧性在二者间的中介作用。方法在山西省抽取8所初中,采用分层抽样法抽取1361名学生为研究对象,使用儿童心理虐待量表、青少年心理韧性量表、中学生学习行为障碍问卷进行调查。结果研究对象儿童心理虐待量表各维度得分从高到低依次为干涉、贬损、恐吓、纵容、忽视,其得分分别为(1.952±0.965)分、(1.564±1.054)分、(1.507±0.902)分、(1.478±0.838)分及(1.385±0.717)分;研究对象青少年心理韧性量表各维度得分从高到低依次为人际协助、家庭支持、目标专注、积极认知、情绪控制,其得分分别为(3.286±0.471)分、(3.199±0.356)分、(2.843±0.477)分、(2.782±0.313)分及(2.179±0.591)分;研究对象中学生学习行为障碍各维度得分从高到低依次为考试焦虑、学习分心、学习低效、厌学、学习习惯,其得分分别为(2.644±0.925)分、(2.597±0.899)分、(2.503±0.966)分、(2.089±0.850)分及(1.937±0.923)分。相关分析结果显示:心理虐待和心理韧性呈显著负相关(r=-0.339,P<0.05),心理虐待和学习行为障碍呈显著正相关(r=0.414,P<0.05),而心理韧性与学习行为障碍呈显著负相关(r=-0.347,P<0.05)。心理虐待和心理韧性能够共同解释学习行为障碍39.8%的变异,且心理韧性在心理虐待和学习行为障碍之间起到了中介作用(P<0.05)。结论初中生心理虐待、心理韧性和学习行为障碍均显著相关,且初中生心理韧性在心理虐待和学习行为障碍间起到一定中介作用。

The mediating role of psychological resilience in junior high school students between psychological abuse and learning behavior disorder

Objective To explore the relationship between psychological abuse and learning behavior disorder in junior high school students and the mediating effect of resilience.Methods Eight junior high schools were selected in Shanxi province,and 1361 students were selected by stratified sampling method.The psychological abuse scale for children,adolescent psychological resilience scale and middle school student learning behavior disorder questionnaire were used to conduct the survey.Results The scores of the children psychological abuse scale of the study object from high to low were interference,derogation,intimidation,pampering,and neglect,the scores were(1.952±0.965),(1.564±1.054),(1.507±0.902),(1.478±0.838)and(1.385±0.717)points.The scores of the subject′s adolescent mental resilience scale from high to low were interpersonal assistance,family support,goal concentration,positive cognition,and emotional control,the scores were(3.286±0.471),(3.199±0.356),(2.843±0.477),(2.782±0.313)and(2.179±0.591)points.The scores of the middle school student learning behavior disorder from high to low were exam anxiety,learning distraction,learning inefficiency,learning boredom,and learning habits,the scores were(2.644±0.925),(2.597±0.899),(2.503±0.966),(2.089±0.850)and(1.937±0.923)points.Correlation analysis results showed that psychological abuse and psychological toughness were significantly negatively correlated(r=-0.339,P<0.05),psychological abuse and learning behavioral disorder were significantly positively correlated(r=0.414,P<0.05),and psychological toughness was related to learning behavioral disorder was significantly negatively correlated(r=-0.347,P<0.05).Psychological abuse and psychological resilience could explain 39.8%of the variation in learning behavior disorder,and psychological resilience played a mediating role between psychological abuse and learning behavior disorder(P<0.05).Conclusion There is significant correlation between psychological abuse and learning behavior disorder,resilience and learning behavior disorder in junior high school students.The resilience of junior high school students plays an intermediary role between psychological abuse and learning behavior disorder.