大学生自尊与社会适应的关系:积极核心图式与同伴依恋的链式中介效应分析

doi:10.16187/j.cnki.issn1001-4918.2020.06.07

摘要/Abstract

摘要： 采用自尊量表、简明核心图式量表、同伴依恋量表和中国大学生适应量表调查华中三省5所大学大一至大三年级共459名大学生，运用偏差校正的百分位Bootstrap方法探索大学生积极核心图式和同伴依恋在自尊和社会适应之间的链式中介作用。结果发现：（1）大学生自尊、积极核心图式、同伴依恋与社会适应两两之间均呈显著正相关；（2）大学生自尊对社会适应的直接效应和间接效应均显著。间接效应包括了三条路径：通过积极核心图式的中介作用、通过同伴依恋的中介作用以及通过积极核心图式-同伴依恋的链式中介作用。这一结论有助于理解自尊对社会适应的作用机制，为未来大学生社会适应能力的提升提供建议。

关键词: 大学生, 自尊, 积极核心图式, 同伴依恋, 社会适应

Abstract: The Self-esteem Scale, The Brief Core Schema Scale (BCSS), the Inventory of Peer Attachment, and Chinese College Student Adjustment Scale were used to investigate 459 undergraduates (235 boys and 224 girls) from 5 universities in three provinces of central China. The bias-corrected percentile bootstrap method was used to analyze the chain mediating roles of positive core schema and peer attachment between self-esteem and social adaptation. The results showed that: (1) The relationship between each pair of self-esteem, positive core schema, peer attachment and social adaptation were all significantly positive; (2) The undergraduates' self-esteem not only had a direct effect on social adaptation, but also had an indirectly effect on social adaptation through three ways: mediation through positive core schema, mediation through peer attachment and chain mediation through positive core schema and peer attachment. This conclusion is helpful to understand the mechanism of self-esteem on social adaptation, and to provide suggestions for future undergraduates to improve their social adaptability.

Key words: Undergraduate, self-esteem, positive core schema, peer attachment, social adaption

中图分类号:

B844

刘艳, 陈建文. 大学生自尊与社会适应的关系:积极核心图式与同伴依恋的链式中介效应分析[J]. 心理发展与教育, 2020, 36(6): 694-699.

LIU Yan, CHEN Jianwen. The Relationship between Undergraduates' Self-esteem and Social Adaptation: The Chain Mediation Analysis of Positive Core Schema and Peer Attachment[J]. Psychological Development and Education, 2020, 36(6): 694-699.

参考文献

Armsden, G. C., & Greenberg, M. T. (1987). The inventory of parent and peer attachment:individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16(5), 427-454.
Chung, Y. C., Kim, H. M., Lee, K. H., Zhao, T., Huang, G. B., Park, T. W., & Yang, J. C. (2013). Clinical characteristics of patients who have recovered from schizophrenia:the role of empathy and positive-self schema.Early Intervention in Psychiatry, 7(2), 138-145.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits:human needs and the self-determination of behavior.Psychological Inquiry, 11(4), 227-268.
Fowler, D., Freeman, D., Smith, B., Kuipers, E., Bebbington, P., Bashforth, H.,...Garety, P. (2006). The Brief Core Schema Scales (BCSS):psychometric properties and associations with paranoia and grandiosity in non-clinical and psychosis samples. Psychological Medicine, 36(6), 749-759.
Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates.Journal of College Student Development, 48(3), 259-274.
Gorrese, A., & Ruggieri, R. (2012). Peer attachment:a meta-analytic review of gender and age differences and associations with parent attachment. Journal of Youth and Adolescence, 41(5), 650-672.
Kahle, L. R., Kulka, R. A., & Klingel, D. M. (1980). Low adolescent self-esteem leads to multiple interpersonal problems:a test of social-adaptation theory. Journal of Personality and Social Psychology, 39(3), 496-502.
Kernis, M. H., Whisenhunt, C. R., Waschull, S. B., Greenier, K. D., Berry, A. J., Herlocker, C. E., & Anderson, C. A. (1998). Multiple facets of self -esteem and their relations to depressive symptoms. Personality and Social Psychology Bulletin, 24(6), 657-668.
Ladd, G. W. (1998). Friendship patterns and peer status during early and middle childhood. Journal of Developmental and Behavioral Pediatrics, 9(4), 229-237.
Markus, H. (1997). Self-schemata and processing information about the self.Journal of Personality and Social Psychology, 35(2), 63-78.
Orth, U., Robins, R. W., Meier, L. L., & Conger, R. D. (2016). Refining the vulnerability model of low self-esteem and depression:disentangling the effects of genuine self-esteem and narcissism.Journal of Personality and Social Psychology, 110(1), 133-149.
Otani, K., Suzuki, A., Matsumoto, Y., & Shirata, T. (2017). Relationship of negative and positive core beliefs about the self with dysfunctional attitudes in three aspects of life.Neuropsychiatric Disease and Treatment, 13, 2585-2588.
Park, K. M., & Park, H. (2015). Effects of self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. Asian Nursing Research, 9(1), 53-59.
Rosenberg, M. (1965).Society and adolescent self-image. Princeton, NJ:Princeton University Press.
Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies.Psychological Bulletin, 139(1), 213-240.
Trzesniewski, K. H., Donnellan, M. B., & Robins, R. W. (2003). Stability of self-esteem across the life span. Journal of Personality and Social Psychology, 84, 205-220.
Wilkinson, R. B. (2004). The role of parental and peer attachment in the psychological health and self-esteem of adolescents.Journal of Youth and Adolescence, 33(6), 479-493.
Wright, S. L., Perrone-Mcgovern, K. M., Boo, J. N., & White, A. V. (2014). Influential factors in academic and career self-efficacy:attachment, supports, and career barriers.Journal of Counseling and Development, 92(1), 36-46.
陈建文. (2010). 论社会适应. 西南大学学报(社会科学版), 36(1), 11-15.
陈建文,黄希庭. (2004). 中学生社会适应性的理论构建及量表编制. 心理科学, 27(1), 2-4.
窦芬, 王曼, 王明辉. (2018). 大学生同伴依恋与抑郁:自我认同感和宿舍人际关系的中介作用. 中国临床心理学杂志,26(4), 772-775.
方杰, 张敏强, 邱皓政. (2012). 中介效应的检验方法和效果量测量:回顾与展望. 心理发展与教育, 28(1), 105-111.
方晓义, 沃建中, 蔺秀云. (2005). 《中国大学生适应量表》的编制. 心理与行为研究, 3(2), 95-101.
郭薇, 陈旭, 张芳芳. (2013). 恋爱受挫对自我-他人工作模型的影响. 心理科学, 3, 681-687.
郝振, 崔丽娟. (2007). 自尊和心理控制源对留守儿童社会适应的影响研究. 心理科学, 30(5), 1199-1201.
琚晓燕, 刘宣文, 方晓义. (2011). 青少年父母、同伴依恋与社会适应性的关系. 心理发展与教育, 27(2), 174-180.
连帅磊, 孙晓军, 田媛, 闫景蕾, 牛更枫, 童媛添. (2016). 青少年同伴依恋对抑郁的影响:朋友社会支持和自尊的中介作用. 心理科学, 5, 1116-1122.
汪向东, 王希林, 马弘. (1999). 心理卫生评定量表手册.增订版. 北京:中国心理卫生杂志社.
潘彦谷, 张大均, 刘广增, 陈万芬. (2016). 大学生社会适应的影响因素及其培养途径-来自心理学的研究. 西南大学学报(社会科学版), 42(5), 108-113.
沙晶莹, 张向葵. (2016). 中国大学生自尊变迁的横断历史研究:1993~2013. 心理科学进展, 24(11), 1712-1722.
田录梅,夏大勇,李永梅,单楠,刘翔. (2016). 积极同伴压力、自尊对青少年不同冒险行为的影响. 心理发展与教育, 32(3), 349-357.
宋海荣. (2004). 青少年依恋、自尊及其二者关系的发展性评价(硕士学位论文). 华东师范大学, 上海.
张灵, 郑雪, 温娟娟. (2007). 自尊的心理结构与作用. 华南师范大学学报(社会科学版), 1, 124-130.
钟歆, 刘聚红, 陈旭. (2014). 青少年同伴依恋:基于发展的视角. 心理科学进展, 22(7), 1149-1158.
杨海燕, 蔡太生, 何影. (2010).父母依恋和同伴依恋与高中生行为问题的关系.中国临床心理学杂志, 18(1), 107-108.
杨紫嫣, 罗宇, 古若雷, 刘云芝, 蔡华俭. (2017). 自尊的认知神经机制. 心理科学进展, 25(5), 788-798.
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(6), 942-942.

相关文章 15

[1]	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.
[2]	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.
[3]	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.
[4]	黎钰林, 吴德华, 卿亿承, 李丹, 尹华站. 童年期虐待对初中生主观幸福感的影响：同伴依恋的纵向中介作用[J]. 心理发展与教育, 2026, 42(2): 254-263.
[5]	王曼璐, 王智, 邵景进. 童年期忽视对青少年中期经历关系侵害的影响：自尊的纵向中介作用[J]. 心理发展与教育, 2026, 42(2): 274-284.
[6]	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.
[7]	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.
[8]	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.
[9]	向燕辉, 马丽平, 胡芸绮, 李晓军. 青少年心理适应与内外攻击的关联:基于追踪和周记法的证据[J]. 心理发展与教育, 2026, 42(1): 85-97.
[10]	谢庆斌, 林思婷, 陈泽锴, 徐垚, 李燕. 4~5岁幼儿行为自我调节能力与社会适应的相互影响:社交淡漠的抑制作用[J]. 心理发展与教育, 2025, 41(6): 770-776.
[11]	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.
[12]	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.
[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]	赵笑梅, 程释, 刘子涵, 刘红. 不同语言条件和执行功能对大学生记忆整合的影响[J]. 心理发展与教育, 2025, 41(2): 153-162.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed