大学生情绪智力与心理健康的关系:社会支持的中介作用和手机依赖的调节作用

doi:10.16187/j.cnki.issn1001-4918.2020.04.13

摘要/Abstract

摘要： 以621名大学生为被试，采用情绪智力量表、心理症状自评量表、青少年社会支持评定量表、手机依赖指数量表为研究工具，探讨情绪智力与心理健康之间的关系，并在此基础上构建一个有调节的中介模型，探究社会支持的中介作用以及手机依赖在这一中介过程中的调节作用。结果发现：（1）情绪智力对心理健康的影响显著，社会支持在其中起部分中介作用，即情绪智力既可以直接影响心理健康，还可以通过社会支持的中介作用间接影响心理健康；（2）手机依赖调节了情绪智力通过社会支持影响大学生心理健康的中介过程的后半路径，相对于低手机依赖的大学生，高手机依赖大学生的社会支持对心理健康的影响更为显著。关注大学生心理健康，不仅要重视个体因素、生态环境因素的单独影响，更要重视这些因素的联合作用。

关键词: 情绪智力, 心理健康, 社会支持, 手机依赖, 大学生

Abstract: In this study, self-reported data were collected from 621 college students. Participants were tested with the Emotional Intelligence Scale, the Symptom Check List 90, Social Support Scale for University Students and the Mobile Phone Addiction Index. All the measures attained good reliability and validity. Descriptive analysis and correlation analysis were used to study the relationship between variables, Hierarchical regression analysis was used to test the mediating and moderating effect. The results indicated that: (1) the mental health was positively correlated with mobile phone dependence, while negatively correlated with emotional intelligence and social support; emotional intelligence was positively correlated with social support;(2) Social support played a partial mediating role between emotional intelligence and mental health. Emotional intelligence can directly affect mental health of college students, but also have an indirect impact on mental health through social support;(3) Mobile phone dependence moderated this mediation effect of social support. For high level of mobile phone dependent college students, with the increase of social support, their mental health symptoms had an obviously downward trend; for low level of mobile phone dependent college students, with the increase of social support, their mental health symptoms had downward trend. That is to say, high level of mobile phone dependence had enhanced the relationship between social support and college students’ mental health, low level of mobile phone dependence had a weakening effect on the relationship between social support and college students’ mental health. The conclusion of the study had positive reference value for improvement of undergraduates’ mental health.

Key words: mental health, emotional intelligence, social support, mobile phone dependence, undergraduates

中图分类号:

B844

何安明, 包灿灿, 惠秋平. 大学生情绪智力与心理健康的关系:社会支持的中介作用和手机依赖的调节作用[J]. 心理发展与教育, 2020, 36(4): 494-501.

HE Anming, BAO Cancan, HUI Qiuping. The Relationship between Emotional Intelligence and Mental Health in Undergraduates: The Mediating Role of Social Support and the Moderating Role of Mobile Phone Dependence[J]. Psychological Development and Education, 2020, 36(4): 494-501.

参考文献

Abpeyma, S., & Keshavarz, M. (2017). Emotional intelligence and mental health prediction based on islamic lifestyle in students of payame noor university in kharameh. Indian Journal of Positive Psychology, 8(4), 535-538.
Bakker, D., & Rickard, N. (2018). Engagement in mobile phone app for self-monitoring of emotional wellbeing predicts changes in mental health: MoodPrism. Journal of Affective Disorders, 227, 432-442.
Bhise, A. T., Ghatule, A. A., & Ghatule, A. P. (2014). Study of mobile addiction among students w.R.T. Gender and education. Indian Journal of Research in Management, Business and Social Sciences, 2(1), 17-21.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Conley, C. S., Shapiro, J. B., Kirsch, A. C., & Durlak, J. A. (2017). A meta-analysis of indicated mental health prevention programs for at-risk higher education students. Journal of Counseling Psychology, 64(2), 121-140.
Dehghani, F. (2018). Type D personality and life satisfaction: The mediating role of social support. Personality and Individual Differences, 134, 75-80.
Hakulinen, C., Pulkki-Råback, L., Jokela, M., Ferrie J. E., Aalto, A. M., Virtanen, M., et al. (2016). Structural and functional aspects of social support as predictors of mental and physical health trajectories: Whitehall II cohort study. Journal of Epidemiology & Community Health, 11(3), 204-208.
Kim, J. H., Seo, M., & David, P. (2015). Alleviating depression only to become problematic mobile phone users: can face-to-face communication be the antidote? Computers in Human Behavior, 51, 440-447.
Leung, L. (2008). Linking psychological attributes to addiction and improper use of the mobile phone among adolescents in Hong Kong. Journal of Children and Media, 2(2), 93-113.
Mai, Y., Zhang, Z., & Wen, Z. (2018). Comparing exploratory structural equation modeling and existing approaches for multiple regression with latent variables. Structural Equation Modeling: A Multidisciplinary Journal, 25(5), 737-749.
Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between Emotional Intelligence and health. Personality and Individual Differences, 49(6), 554-564.
Matthews, G., Zeidner, M., & Roberts, R. D. (2017). Emotional Intelligence, Health, and Stress. The Handbook of Stress and Health: A Guide to Research and Practice. John Wiley & Sons, Ltd.
Mavroveli, S., Petrides, K. V., Rieffe, C., & Bakker, F. (2011). Chapter 3: trait emotional intelligence, psychological well-being, and peer-rated social competence in adolescence. British Journal of Developmental Psychology, 25(2), 263-275.
Oh, H. J., Ozkaya, E., & LaRose, R. (2014). How does online social networking enhance life satisfaction? The relationships among online supportive interaction, affect, perceived social support, sense of community, and life satisfaction. Computers in Human Behavior, 30(1), 69-78.
Ryan, R.M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55(1), 68-78.
Schaefer, J. D., Caspi, A., Belsky, D. W., Harrington, H., Houts, R., Horwood, L. J., et al. (2017). Enduring mental health: Prevalence and prediction. Journal of Abnormal Psychology, 126(2), 212-224.
Schick, R. S., Kelsey, T. W., Marston, J., Samson, K., & Humphris, G. W. (2018). Mapmysmoke: feasibility of a new quit cigarette smoking mobile phone application using integrated geo-positioning technology, and motivational messaging within a primary care setting. Pilot & Feasibility Studies, 4(1), 19-29.
Tan, C., Pamuk, M., & Donder, A. (2013). Loneliness and mobile phone. Procedia-Social and Behavioral Sciences, 103(26), 606-611.
Toshiyuki, W., Haruo, N., Yoshihide, S., & Yoshiaki, Y. (2012). Emotional intelligence as a moderator of stressor-mental health relations in adolescence: evidence for specificity. Personality & Individual Differences, 52(1), 100-105.
Walsh, S. P., White, K. M., Cox, S., & Young, R. M. (2011). Keeping in constant touch: the predictors of young australians’ mobile phone involvement. Computers in Human Behavior, 27(1), 333-342.
Zeidner, M., & Matthews, G. (2016). Ability emotional intelligence and mental health: social support as a mediator. Personality and Individual Differences, 99, 196-199.
Zeidner, M., Matthews, G., & Roberts, R. D. (2009). What we know about emotional intelligence: how it affects learning, work, relationships, and our mental health. Mit Press, 27(1), 161-166.
边玉芳, 吴洪健, 张玲玲. (2018). 积极心理学视角下学校心理健康教育体系的构建. 江西师范大学学报(哲学社会科学版), 51(6), 115-118.
邓林园, 武永新, 孔荣, 方晓义. (2014). 冲动性人格、亲子沟通对青少年网络成瘾的交互作用分析. 心理发展与教育, 30(2), 169-176.
高文斌, 祝卓宏, 陈祉妍, 刘泽文, 高晶. (2005). 网络成瘾心理机制的“失补偿假说”及综合心理干预. 中国心理卫生协会青少年心理卫生专业委员会全国学术会议论文集, 16-17.
何安明, 惠秋平. (2015). 手机时代青少年的价值观和社会化问题研究. 北京: 科学出版社.
贺金波, 陈昌润, 鲍远纯, 雷玉菊. (2012). 青少年手机依赖的测量、危害和发生机制. 中国临床心理学杂志, 20(6), 822-825.
黄海, 牛露颖, 周春燕, 吴和鸣. (2014). 手机依赖指数中文版在大学生中的信效度检验. 中国临床心理学杂志, 22(5), 835-838.
黄敏儿, 戴健林. (1997). 情绪智力: 促进心理健康的能力. 心理科学进展, 15(3), 58-63.
惠秋平, 石伟, 何安明. (2017). 中学生大五人格特质对心理健康的影响: 手机成瘾倾向的中介作用和手机使用动机的调节作用. 教育研究与实验, (1), 92-96.
姜永志, 白晓丽. (2014). 大学生手机互联网依赖对疏离感的影响: 社会支持系统的作用. 心理发展与教育, 30(5), 540-549.
雷雳. (2010). 青少年“网络成瘾”探析. 心理发展与教育, 26(5), 554-560.
李相南, 李志勇, 张丽. (2017). 青少年社会支持与攻击的关系: 自尊、自我控制的链式中介作用. 心理发展与教育, 33(2), 240-248.
梁晓燕, 汪岑. (2018). 留守儿童情绪智力对幸福感的影响: 情绪体验及心理健康的中介作用. 中国临床心理学杂志, 26(2), 387-390.
刘丹, 缴润凯. (2017). 我国大学生情绪智力变迁的横断历史研究: 2000—2014. 黑龙江高教研究, (9), 113-116.
刘文俐, 蔡太生. (2015). 社会支持与大学生手机依赖倾向的关系: 孤独的中介作用. 中国临床心理学杂志, 23(5), 926-928.
罗榛, 金灿灿. (2016). 中国背景下情绪智力与心理健康关系的元分析. 心理发展与教育, 32(5), 623-630.
王才康. (2002). 少年犯情绪智力及共与有关个性因素的相关研究. 中国心理卫生杂志, 16(8), 566-567.
王莉, 蔡敏. (2015). 大学生情绪智力与心理健康、英语成绩的关系. 中国健康心理学杂志, 23(3), 412-415.
王征宇. (1984). 症状自评量表(SCL-90). 上海精神医学, (2), 68-70.
温忠麟, 刘红云, 侯杰泰. (2012). 调节效应和中介效应分析. 北京: 教育科学出版社.
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(5), 714-726.
肖雯, 侯金芹. (2017). 高职生情绪智力与网络成瘾行为的关系——社会支持的中介作用. 中国特殊教育, (10), 56-62.
叶悦妹, 戴晓阳. (2008). 大学生社会支持评定量表的编制. 中国临床心理学杂志, 16(5), 456-458.
俞国良, 李森. (2018). 心理科学对心理健康问题的研究: 基础研究视角. 黑龙江高教研究, (12), 110-113.
张大均, 朱政光, 刘广增, 李阳. (2019). 青少年社会支持与问题行为的关系: 心理素质和自尊的链式中介作用. 西南大学学报(社会科学版), 45(1), 99-104.
竺培梁. (2006). 重点高中生情绪智力研究. 心理科学, 29(5), 1215-1218.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	杨明, 辛素飞, 辛自强. 社会支持弱化与倾向避免失败:中国大学生成就动机的代际演变[J]. 心理发展与教育, 2026, 42(4): 525-535.
[2]	陈紫薇, 黄潇潇, 俞国良. 父母教养行为与儿童心理健康关系的三水平元分析[J]. 心理发展与教育, 2026, 42(4): 563-576.
[3]	刘颖, 刘儒德, 毛晨莹, 林静敏, 刘佳彬. 在线视频学习中教师反馈时间和反馈复杂性对大学生学习投入的影响[J]. 心理发展与教育, 2026, 42(3): 408-417.
[4]	万欢兰, 牛宇洁, 王博晨, 金灿灿. 大学生人生目标、自我控制和学业倦怠间的关系:一项纵向研究[J]. 心理发展与教育, 2026, 42(3): 418-426.
[5]	范兴华, 靳嘉宁, 燕利飞, 李潇潼, 邓汇溪. 留守困境对初中儿童个人成长主动性发展的影响:社会支持的中介作用[J]. 心理发展与教育, 2026, 42(3): 427-436.
[6]	张梅, 黄扬, 于嘉雯, 黄四林. 媒体多任务对大学生阅读绩效的影响：任务难度和类型的调节[J]. 心理发展与教育, 2026, 42(2): 222-233.
[7]	赵笑梅, 赵昕睿, 王珂珂. 大学生图文信息知识整合的加工:来自ERP的证据[J]. 心理发展与教育, 2026, 42(1): 18-27.
[8]	丁越, 刘力嘉, 寇彧. 互联网时代的大学生人际关系满意度:线上积极反馈与感知社会支持的作用[J]. 心理发展与教育, 2026, 42(1): 39-49.
[9]	王祯, 史保莹, 赵好莉, 郭云飞, 王恩国. 情感教学代理的情绪表达和角色对视频学习的影响:学习者经验的调节作用[J]. 心理发展与教育, 2026, 42(1): 60-69.
[10]	魏军, 羿聪, 周溪亭. 大学生基于学业表现的自我价值感与学业内卷行为的关联:基于潜变量增长模型分析[J]. 心理发展与教育, 2025, 41(5): 692-700.
[11]	焦姣, 牡丹, 史璐. 亲密关系满意度对大学生主观幸福感的影响:一项日记追踪研究[J]. 心理发展与教育, 2025, 41(5): 720-729.
[12]	田雨, 丁洪君, 郭宗新. 大学新生负性生活事件与手机成瘾的双向关系:领悟社会支持的作用[J]. 心理发展与教育, 2025, 41(4): 579-588.
[13]	胡心怡, 陈英和. 大学生新目标投入能力、自我损耗与幸福感的关系:生命意义感的调节作用[J]. 心理发展与教育, 2025, 41(3): 348-356.
[14]	谢莉, 金辉, 王志英, 胡宇飞, 杨喜兰, 席娟. 脱贫内生动力对贫困大学生学习投入的影响:自我控制的中介作用和社会支持的调节作用[J]. 心理发展与教育, 2025, 41(3): 386-397.
[15]	凌宇, 李嘉琦, 胡小晋, 陈雨凌, 李丹雨. 父母直升机教养对大学生手机依赖的影响:基本心理需求的纵向中介作用[J]. 心理发展与教育, 2025, 41(3): 448-456.