家庭经济压力与初中生幸福感的关系:歧视知觉的中介作用和控制感的调节作用

doi:10.16187/j.cnki.issn1001-4918.2023.06.14

摘要/Abstract

摘要： 为探讨家庭经济压力与初中生当下、未来取向幸福感的关系及歧视知觉和控制感在其中的作用机制,采用家庭经济压力问卷、歧视知觉问卷、控制感问卷和青少年幸福感问卷对8374名初中生(平均年龄14.31岁,46.9%男生,53.1%女生)进行调查。结果显示:(1)家庭经济压力显著负向预测初中生的当下和未来取向幸福感;(2)家庭经济压力越大,初中生的歧视知觉水平越高,当下和未来取向的幸福感水平越低;(3)歧视知觉的中介作用受到控制感的调节,与控制感高的学生相比,控制感低的学生的歧视知觉对其当下和未来取向幸福感的负向预测作用更大。研究结果有助于揭示家庭经济压力对初中生幸福感产生预测作用的机制,并提示降低初中生的歧视知觉和提升初中生的控制感有助于提升初中生的幸福感。

关键词: 家庭经济压力, 幸福感, 未来取向, 歧视知觉, 控制感, 初中生

Abstract: This study examined whether perceived discrimination played a mediating role in the relationship between family financial strain and adolescents' present- and future-oriented well-being, and whether sense of control moderated the relationship between perceived discrimination and present- and future-oriented well-being. Participants were 8,374 (4,443 girls and 3,931 boys; M_age = 14.31; SD = 1.02) middle school students from Qinghai Province. Results showed that: (1) Family financial strain negatively predicted the present- and future-oriented well-being of junior middle school students; (2) Perceived discrimination mediated these associations; (3) The mediating effect of perceived discrimination was moderated by students' sense of control, in that it was stronger for students with a low sense of control than for those with a high sense of control. The results suggest that reducing perceived discrimination and improving the sense of control of junior high school students can help cultivate their present- and future-oriented well-being.

Key words: family economic strain, well-being, future-oriented, perceived discrimination, sense of control, middle school student

中图分类号:

B844

吴晓靓, 盖笑松, 李晓天, 顾婷玉, 王宏. 家庭经济压力与初中生幸福感的关系:歧视知觉的中介作用和控制感的调节作用[J]. 心理发展与教育, 2023, 39(6): 877-886.

WU Xiaojing, GAI Xiaosong, LI Xiaotian, GU Tingyu, WANG Hong. The Relationship between Family Economic Strain and Adolescents’ Well-being: The Mediating Effect of Perceived Discrimination and The Moderating Effect of Sense of Control[J]. Psychological Development and Education, 2023, 39(6): 877-886.

参考文献

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.Psychological Review, 84(2), 191-215.
Bao, Z., Chen, C., Zhang, W., Zhu, J., Jiang, Y., & Lai, X. (2016). Family economic hardship and Chinese adolescents'sleep quality: A moderated mediation model involving perceived economic discrimination and coping strategy.Journal of Adolescence, 50, 81-90.
Brody, G. H., Murry, V. M., Gerrard, M., Gibbons, F. X., McNair, L., Brown, A. C., … Chen, Y. F. (2006). The strong African American families program: Prevention of youths'high-risk behavior and a test of a model of change.Journal of Family Psychology, 20(1), 1-11.
Brownfield, D., & Thompson, K. (2005). Self-concept and delinquency: The effects of reflected appraisals by parent and peers.Western Criminology Review, 6(1), 22-29.
Callina, K. S., Johnson, S. K., Buckingham, M. H., & Lerner, R. M. (2014). Hope in context: Developmental profiles of trust, hopeful future expectations, and civic engagement across adolescence.Journal of Youth and Adolescence, 43(6), 869-883.
Chen, B., Luo, L., Wu, X., Chen, Y., & Zhao, Y. (2020). Are thelower class really unhappy? Social Class and subjective well-being in Chinese adolescents: Moderating role of sense of control and mediating role of self-esteem. Journal of Happiness Studies, 22(2),825-843.
Conger, R. D., & Conger, K. J. (2002). Resilience in Midwestern families: Selected findings from the first decade of a prospective, longitudinal study.Journal of Marriage and Family, 64(2), 361-373.
Conger, R. D., Conger, K. J., & Martin, M. J. (2010). Socioeconomic status, family processes, and individual development.Journal of Marriage and Family, 72(3), 685-704.
Datu, J. A. D., & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study.Journal of School Psychology, 69, 100-110.
Diener, E. (1984). Subjective well-being.Psychological Bulletin, 95(3), 542-575.
Gallo, L. C., & Matthews, K. A. (2003). Understanding the association between socioeconomic status and physical health: Do negative emotions play a role?Psychological Bulletin, 129(1), 10-51.
Guerra, R., Rodrigues, R. B., Aguiar, C., Carmona, M., Alexandre, J., & Lopes, R. C. (2019). School achievement and well-being of immigrant children: The role of acculturation orientations and perceived discrimination.Journal of School Psychology, 75, 104-118.
Haushofer, J., & Fehr, E. (2014). On the psychology of poverty.Science, 344(6186), 862-867.
Hayes, A. F. (2013).Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
Huang, J. L., Curran, P. G., Keeney, J., Poposki, E. M., & DeShon, R. P. (2012). Detecting and deterring insufficient effort Responding to surveys.Journal of Business and Psychology, 27(1), 99-114.
Iovu, M. B., Hǎrǎgus, P. T., & Roth, M. (2018). Constructing future expectations in adolescence: Relation to individual characteristics and ecological assets in family and friends.International Journal of Adolescence and Youth, 23(1), 1-10.
Jang, Y., Chiriboga, D. A., & Small, B. J. (2008). Perceived discrimination and psychological well-being: The mediating and moderating role of sense of control.International Journal of Aging and Human Development, 66(3), 213-227.
Johnson, M. K., & Hitlin, S. (2017). Family (dis)advantage and life course expectations.Social Forces, 95(3), 997-1022.
Jung, S., & Choi, E. (2017). Life satisfaction and delinquent behaviors among Korean adolescents.Personality and Individual Differences, 104, 104-110.
Kim, J. M., & Lee, C. S. (2014). The mediating effects of hope in the relation between self-esteem and emotional intelligence of elementary school students in rural areas. International Journal of Applied Engineering Research, 9(22), 15025-15036.
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor.Psychological Review, 119(3), 546-572.
Lachman, M. E., & Weaver, S. L. (1998). The sense of control as a moderator of social class differences in health and well-being. Journal of Personality and Social Psychology, 74(3), 763-773.
Lyons, M. D., Otis, K. L., Huebner, E. S., & Hills, K. J. (2014). Life satisfaction and maladaptive behaviors in early adolescents.School Psychology Quarterly, 29(4), 553-566.
Masarik, A. S., & Conger, R. D. (2017). Stress and child development: A review of the Family Stress Model.Current Opinion in Psychology, 13, 85-90.
Meade, A. W., & Craig, S. B. (2012). Identifying careless responses in survey data.Psychological Methods, 17(3), 437-455.
Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress and academic well-being among Chinese-American youth: The Influence of adolescents' perceptions of economic strain. Journal of Family Psychology, 23(3), 279-290.
Mummendey, A., Kessler, T., Klink, A., & Mielke, R. (1999). Strategies to cope with negative social identity: Predictions by social identity theory and relative deprivation theory.Journal of Personality and Social Psychology, 76(2), 229-245.
Ng, Z. J., Huebner, S. E., & Hills, K. J. (2015). Life satisfaction and academic performance in early adolescents: Evidence for reciprocal association.Journal of School Psychology, 53(6), 479-491.
Pascoe, E. A., & Richman, L. S. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin, 135(4), 531-554.
Prince, D. M., Epstein, M., Nurius, P. S., Gorman-Smith, D., & Henry, D. B. (2019). Reciprocal effects of positive future expectations, threats to safety, and risk behavior across adolescence.Journal of Clinical Child and Adolescent Psychology, 48(1), 54-67.
Ruggiero, K. M., & Taylor, D. M. (1997). Why minority group members perceive or do not perceive the discrimination that confronts them: The role of self-esteem and perceived control. Journal of Personality and Social Psychology, 72(2), 373-389.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55(1), 68-78.
Schacter, D. L., & Addis, D. R. (2007). The cognitive neuroscience of constructive memory: Remembering the past and imagining the future.Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1481), 773-786.
Schmid, K. L., Phelps, E., & Lerner, R. M. (2011). Constructing positive futures: Modeling the relationship between adolescents'hopeful future expectations and intentional self regulation in predicting positive youth development.Journal of Adolescence, 34(6), 1127-1135.
Seligman, M. E. P. (1975).Helplessness: On depression, development, and death. San Francisco: Freeman.
Seligman, M. E. P. (1991).Learned optimism. New York: Knopf.
Steinberg, L., Graham, S., O'Brien, L., Woolard, J., Cauffman, E., & Banich, M. (2009). Age differences in future orientation and delay discounting.Child Development, 80(1), 28-44.
Uçanok, Z., & Güre, A. (2014). Perceived economic strain and psychological well-being: The Mediational role of parental relations in Turkish early adolescents. Journal of Early Adolescence, 34(6), 685-711.
Urzúa, A., Ferrer, R., Godoy, N., Leppes, F., Trujillo, C., Osorio, C., & Caqueo-Urízar, A. (2018). The mediating effect of self-esteem on the relationship between perceived discrimination and psychological well-being in immigrants.PLoS ONE, 13(6),e0198413. https://doi.org/10.1371/journal.pone.0198413
Wadsworth, M. E., & Compas, B. E. (2002). Coping with family conflict and economic strain: The adolescent perspective.Journal of Research on Adolescence, 12(2), 243-274.
Wu, X. J., Gai, X. S., & Wang, W. (2020). Subjective well-being and academic performance among middle schoolers: A two-wave longitudinal study.Journal of Adolescence, 84, 11-22.
Zhang, L., Yu, Q., Zhang, Q., Guo, Y., & Chen, J. (2020). The relationship between explicit self-esteem and subjective well-being: The moderating effect of implicit self-esteem.Journal of General Psychology, 147(1), 1-17.
Zhang, R., Zhao, L., Han, X., Wu, S., & Liu, X. (2020). Moderating role of hope in the relationship between perceived discrimination and life satisfaction among left-behind children in China.Social Behavior and Personality, 48(11),1-8.
李董平, 许路, 鲍振宙, 陈武, 苏小慧, 张微. (2015). 家庭经济压力与青少年抑郁:歧视知觉和亲子依恋的作用. 心理发展与教育, 31(03), 342-349.
李静. (2014). 不同社会阶层对贫富差距的心理归因研究. 广州: 世界图书出版公司.
刘贤臣, 刘连启, 杨杰, 柴福勋, 王爱祯, 孙良民, … 马登岱. (1997). 青少年生活事件量表的信度效度检验. 中国临床心理学杂志, 5(01), 34-36.
申继亮, 胡心怡, 刘霞. (2009). 留守儿童歧视知觉特点及与主观幸福感的关系. 河南大学学报(社会科学版), 49(06), 116-121.
王建平, 李董平, 张卫. (2010). 家庭经济困难与青少年社会适应的关系:应对效能的补偿、中介和调节效应. 北京师范大学学报(社会科学版), (04), 22-32.
王文. (2015). 从快乐到希望——青少年幸福感结构、发展特点和相关因素研究 (博士学位论文). 东北师范大学, 长春.
王文, 盖笑松, 张玉清, 王国霞. (2018). 青少年幸福感对学业发展的影响:学校投入的中介效应. 心理学探新, 38(03), 260-266.
温忠麟, 叶宝娟. (2014). 有调节的中介模型检验方法:竞争还是替补? 心理学报, 46(05), 714-726.
吴晓靓, 盖笑松, 王文, 谢笑春, 王宏, 顾婷玉. (2020). 中国中学生和大学生幸福感常模的制定. 心理与行为研究, 18(04), 530-536.
张陆, 王雅丽, 游志麒, 连贝. (2018). 公正世界信念对农村初中生学业拖延的影响:控制感与时间效能感的序列中介作用. 中国临床心理学杂志, 26(2), 367-370.
赵景欣, 杨萍, 马金玲, 黄翠翠. (2016). 歧视知觉与农村留守儿童积极/消极情绪的关系:亲子亲合的保护作用. 心理发展与教育, 32(03), 369-376.
钟毅平, 陈智勇, 罗西, 王锡爱, 易文婷. (2014). 自我肯定对自尊及自我评价的影响. 中国临床心理学杂志, 22(03), 390-393+385.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(06), 942-950.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	秦瑶, 彭运石. 父母教养方式对初中生社交焦虑的影响：同伴接纳和反刍思维的链式中介作用[J]. 心理发展与教育, 2024, 40(1): 103-113.
[2]	唐莹莹, 蔺秀云, 殷锦绣, 何婷, 周少嘉, 曹志涛. 亲子依恋和祖孙依恋的一致与不一致和儿童主观幸福感的关系[J]. 心理发展与教育, 2023, 39(6): 859-868.
[3]	陈颖, 张野, 韩娜, 王凯. 校园排斥对初中生网络偏差行为的影响:相对剥夺感与自我控制的序列中介作用[J]. 心理发展与教育, 2023, 39(6): 887-894.
[4]	彭海云, 盛靓, 邱凡硕, 周姿言, 辛素飞. 青少年心理减负从“无聊”开始——无聊倾向对青少年主观幸福感的影响机制[J]. 心理发展与教育, 2023, 39(6): 895-902.
[5]	周晓慧, 刘妍希, 陈欣, 王一集. 父母教育卷入对初中生生活满意度的影响:校内人际关系和学业自我效能感的链式中介作用[J]. 心理发展与教育, 2023, 39(5): 691-701.
[6]	何安明, 张钰睿, 惠秋平. 大学生感恩与社会幸福感的关系:手机冷落行为的中介作用和负性生活事件的调节作用[J]. 心理发展与教育, 2023, 39(4): 505-512.
[7]	冯全升, 周宗奎, 孙晓军, 张艳红, 连帅磊. 负性生活事件与初中生内化问题:反刍思维的中介作用与同伴依恋的调节作用[J]. 心理发展与教育, 2023, 39(3): 419-428.
[8]	曾子豪, 彭丽仪, 詹林, 刘双金, 欧阳晓优, 丁道群, 黎志华, 胡义秋, 方晓义. 儿童期受虐对大学生抑郁症状的影响:主观幸福感的中介和基因的调节作用[J]. 心理发展与教育, 2023, 39(2): 276-285.
[9]	刘志国, 齐冰, 李亚平, 王润洲, 崔佳, 宋耀武. 成就目标定向在学业自我概念与学业成绩关系中的调节作用:基于内/外参照模型[J]. 心理发展与教育, 2023, 39(1): 68-76.
[10]	张陆, 黄雪芳, 游志麒, 叶娜. 儿童期虐待对大学生公正世界信念的影响:有调节的中介模型[J]. 心理发展与教育, 2022, 38(6): 804-812.
[11]	肖雪, 郭磊, 赵永萍, 陈富国. 累积生态风险与初中生受欺凌的关系模式：心理弹性的调节效应[J]. 心理发展与教育, 2022, 38(5): 648-657.
[12]	严益霞, 刘颜蓥, 丁芳. 心理理论与社会互动方式对初中生社会善念发展的影响[J]. 心理发展与教育, 2022, 38(4): 485-494.
[13]	田玮宜, 徐健捷, 吕广林, 王轶楠. 父母自尊与青少年主观幸福感间的关系:亲子信任与青少年自尊的链式中介作用[J]. 心理发展与教育, 2022, 38(3): 331-338.
[14]	李蓓蕾, 高婷, 张莉莉, 周楠, 邓林园. 学生感知的教师欺凌态度与学生欺凌行为的关系——学生欺凌态度的中介作用及其性别的调节作用[J]. 心理发展与教育, 2022, 38(3): 348-357.
[15]	谢韵梓, 吴继霞, 王诗成, 阳泽. 儿童期情感忽视对大学生抑郁的影响:控制感与情绪调节自我效能感的链式中介作用[J]. 心理发展与教育, 2022, 38(3): 407-417.