大学生情绪调节自我效能感和积极心理资本在心理弹性与心理健康关联中的作用

目的 探讨情绪调节自我效能感和积极心理资本在心理弹性和大学生心理健康间的作用，为提高大学生心理健康水平提供依据。方法 在巢湖学院选取809名大学生，采用症状自评量表(SCL-90)、心理弹性量表(CD-RISC)、情绪调节自我效能感量表(RES-C)和积极心理资本问卷(PPQ)进行调查。以心理弹性、情绪调节自我效能感和积极心理资本为自变量，以大学生心理健康状况得分为因变量，进行多元线性回归分析；并进行中介作用检验。结果 不同生源地(城市、农村)大学生心理弹性[(3.52±0.55,3.27±0.42)分]、情绪调节自我效能感[(3.58±0.59,3.32±0.57)分]、积极心理资本[(4.74±0.77,4.49±0.76)分]和心理健康状况[(158.66±33.01,176.53±34.73)分]差异均存在统计学意义(t值分别为55.82,39.22,21.28,-54.14,P<0.05);心理弹性、情绪调节自我效能感和积极心理资本均可以有效预测大学生的不良心理健康状况程度(R²=0.21,P值均<0.01)。情绪调节自我效能感和积极心理资本...

Role of regulatory emotional self-efficacy and positive psychological capital in the relationship between resilience and the mental health of college students

  Objective  To explore the chain mediating effect of regulatory emotional self-efficacy and positive psychological capital on resilience and the mental health of college students.  Methods  A total of 809 college students of Chaohu University were selected and were administered with the the Self-report Symptom Invertory, Symptom Checklist, 90(SCL-90), Connor-Davidson Resilience Scale (CD-RISC), Regulatory Emotional Self-efficacy Scale (RES-C) and Positive Psychological Capital Questionnaire (PPQ).Multiple linear regression analysis was performed, taking resilience, regulatory emotional self-efficacy and positive psychological capital as independent variables and the mental health of college students as dependent variables, meanwhile test the intermediary effect.  Results  Differences were found in resilience (3.52±0.55, 3.27±0.42), regulatory emotional self-efficacy (3.58±0.59, 3.32±0.57), positive psychological capital (4.74±0.77, 4.49±0.76) and mental health (158.66±33.01, 176.53±34.73) among college students with different sources (urban and rural)(t=55.82, 39.22, 21.28, -54.14, P < 0.05).Resilience, regulatory emotional self-efficacy and positive psychological capital were significantly associated with the severity of mental health of college students (R2=0.21, P < 0.01).Regulatory emotional self-efficacy and positive psychological capital played a significant chain mediating role between resilience and poor mental health (effect=-0.03, P < 0.05), and the mediating effect accounted for 39.3% of the total effect.  Conclusion  The mental health of college students can be improved by strengthening levels of resilience and enhancing regulatory emotional self-efficacy, and constructing positive psychological capital could contribute to the association between resilience and mental health.