中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用

doi:10.16187/j.cnki.issn1001-4918.2022.05.10

摘要/Abstract

摘要： 本研究探讨中小学生正念注意觉知的发展及其与心理健康的关系,并考察情绪调节和积极重评在其中起到的中介作用。研究采用追踪设计,来自江西地区两所小学(4到6年级)和两所中学(7到9年级)的共1251名学生(男生691人,女生560人)在间隔半年的两个时间点分别填写了测量正念注意觉知、心理健康(生活满意度、抑郁、焦虑、学业压力)、情绪调节以及积极重评的问卷。结果表明:(1)中学生正念注意觉知显著低于小学生;(2)中小学生正念注意觉知与两个时间点的情绪调节、积极重评及心理健康均显著相关;(3)跨时间点中介效应检验结果表明,在中小学生正念注意觉知和各心理健康变量的关系中,情绪调节中介效应均显著,积极重评中介效应均不显著。结论:中小学生正念注意觉知与心理健康密切相关,正念注意觉知通过情绪调节能力间接作用于中小学生心理健康。

关键词: 中小学生, 正念, 心理健康, 情绪调节, 积极重评

Abstract: The present study aimed to explore the relationship between mindful awareness and mental health among primary and middle school students, as well as the mediation role of emotional regulation and positive appraisal. The participants were 1251 students (boys=692, girls=560) from two elementary (grade 4 to grade 6) and two secondary schools (grade 7 to grade 9). Students participated in two assessment waves, with an interval of 6 months, in which they completed self-report measures assessing mindful awareness, mental health (life satisfaction, depression, anxiety and academic pressure), emotion regulation and positive appraisal. It was found that:(1) the mindful awareness levels of middle school students' were significantly lower than that of primary school students; (2) mindful awareness was positively correlated with emotion regulation, positive appraisal and life satisfaction, and negatively correlated with depression, anxiety and learning stress in two assessment waves; (3) emotion regulation significantly mediated the relationship between mindful awareness and mental health across time, while the mediating effect of positive appraisal was not significant.

Key words: primary and middle school students, mindfulness, mental health, emotion regulation, positive appraisal

中图分类号:

B844

汪玥, 张豹, 周晖. 中小学生正念注意觉知与心理健康：情绪调节和积极重评的跨时间中介作用[J]. 心理发展与教育, 2022, 38(5): 692-702.

WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal[J]. Psychological Development and Education, 2022, 38(5): 692-702.

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