初中生心理资本与学业成就的关系:自我控制的中介效应与感恩的调节效应
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摘要
该研究探讨了初中生心理资本与学业成就的关系,并提出一个有调节的中介模型,考察自我控制的中介效应和感恩对该效应的调节效应。研究采用问卷调查的方式,对1208名初中生进行了研究,研究工具包括心理资本量表、学业成就问卷、自我控制量表、感恩量表。结果表明:(1)心理资本既可以直接预测初中生的学业成就,也可以通过自我控制间接预测学业成就,即自我控制在心理资本与学业成就间起部分中介作用。(2)心理资本通过自我控制对初中生的学业成就所起的间接效应受感恩的调节,且这种间接效应在高感恩水平的初中生中更显著。研究的发现对提高初中生的学业成就具有重要的理论和参考价值。
The present study constructs a moderated mediation model to examine whether self-control mediated the relation between psychological capital and academic achievement among junior high school students,and whether this mediating process was moderated by gratitude. With questionnaire survey method,1208 junior high school students completed questionnaire. The research tools include measures of psychological capital,academic achievement,self-control and gratitude. The results indicated that:( 1) Psychological capital can not only directly affect the junior high school students ' academic achievement,but also can indirectly influence academic achievement through self-control. That is,self-control plays a mediating role in the relation between psychological capital and academic achievement.( 2) Gratitude moderated the mediated path through self-control,and this indirect effect is much stronger among junior high school students with high gratitude than those with lower gratitude. These findings have important theoretical and reference value to increase junior high school students' academic achievement.
The present study constructs a moderated mediation model to examine whether self-control mediated the relation between psychological capital and academic achievement among junior high school students,and whether this mediating process was moderated by gratitude. With questionnaire survey method,1208 junior high school students completed questionnaire. The research tools include measures of psychological capital,academic achievement,self-control and gratitude. The results indicated that:( 1) Psychological capital can not only directly affect the junior high school students ' academic achievement,but also can indirectly influence academic achievement through self-control. That is,self-control plays a mediating role in the relation between psychological capital and academic achievement.( 2) Gratitude moderated the mediated path through self-control,and this indirect effect is much stronger among junior high school students with high gratitude than those with lower gratitude. These findings have important theoretical and reference value to increase junior high school students' academic achievement.
引文
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Baumeister,R.F.,Vohs,K.D.,&Tice,D.M.(2007).The strength model of self-control.Current Directions in Psychological Science,16(6),351-355.
Berlanga-Silvente V,Guàrdia-Olmos J,&Figuera Gazo P.(2017).Salary scholarships as a factor associated with improved academic performance.Advances&Applications in Statistics,50(4),329-348.
Bono,G.,&Froh,J.J.(2009).Gratitude in school:Benefits to students and schools.In R.Gilman,E.S.Huebner,&M.Furlong(Eds.),Handbook of positive psychology in the schools:Promoting wellness in children and youth(pp.77-88).Hillsdale,NJ Lawrence Erlbaum.
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Dornbusch,S.M.,Ritter,P.L.,Leiderman,P.H.,Roberts,D.F.,&Fraleigh,M.J.(1987).The relation of parenting style to adolescent school performance.Child Development,58(5),1244-1257.
Duckworth,A.L.,Gendler,T.S.,&Gross,J.J.(2014).Selfcontrol in school-age children.Educational Psychologist,49(3),199-217.
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Hayes,A.F.(2015).An index and test of linear moderated mediation.Multivariate Behavioral Research,50(1),1-22.
Hirschi,T.(1969).Causes of delinquency.Berkeley,CA:University of California Press.
Kashdan,T.B.,Mishra,A.,Breen,W.E.,&Froh,J.J.(2009).Gender differences in gratitude:Examining appraisals,narratives,the willingness to express emotions,and changes in psychological needs.Journal of Personality,77(3),691-730.
King,R.B.,&Gaerlan,M.J.M.(2014).High self-control predicts more positive emotions,better engagement,and higher achievement in school.European Journal of Psychology of Education,29(1),81-100.
Lin,C.C.,&Yeh.Y.C.(2014).How gratitude influences well-being:A structural equation modeling approach.Social Indicators Research,118(1),205-217.
Luthans,F.,Avolio,B.J.,Avey,J.B.,&Norman,S.M.(2007).Positive psychological capital:Measurement and relationship with performance and satisfaction.Personnel Psychology,60(3),541-572.
Luthans,F.,Avolio,B.J.,Walumbwa F.O.,&Li,W.(2005).The psychological capital of Chinese workers:exploring the relationship with performance.Management and Organization Review,1(2),249-271.
Luthans,F.,&Youssef,C.M.(2007).Emerging positive organizational behavior.Journal of Management,33(3),321-349.
Luthans,F.,Youssef,C.M.,&Avolio,B.J.(2015).Psychological capital and beyond.New York,NY:Oxford University Press.
Mc Cullough,M.E.,Emmons,R.A.,&Tsang,J.A.(2002).The grateful disposition:a conceptual and empirical topography.Journal of Personality&Social Psychology,82(1),112.
Mc Evoy,A.,&Welker,R.(2000).Antisocial behavior,academic failure,and school climate:A critical review.Journal of Emotional and Behavioral Disorders,8(3),130-140.
Nietzel,M.T.,Bernstein,D.A.,&Milich,R.(1994).Introduction to Clinical Psychology.New Jersey:Prentice-Hall.
Preacher,K.J.,Curran,P.J.,&Bauer,D.J.(2006).Computational tools for probing interactions in multiple linear regression,multilevel modeling,and latent curve analysis.Journal of Educational and Behavioral Statistics,31(4),437-448.
Ridder,D.T.,Lensvelt-Mulders,G.,&Finkenauer,C.(2012).Taking stock of self-control:A meta-analysis of how trait self-control relates to a wide range of behaviors.Personality and Social Psychology Review,16(1),76-99.
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Tangney,J.P.,Baumeister,R.F.,&Boone,A.L.(2004).High self-control predictsgood adjustment,less pathology,better grades,and interpersonal success.Journal of Personality,72(2),271-324.
Yzerbyt,V.Y.(2005).When moderation is mediated and mediation is moderated.Journal of Personality&Social Psychology,89(6),852-863.
陈武,李董平,鲍振宙,闫昱文,周宗奎.(2015).亲子依恋与青少年的问题性网络使用:一个有调节的中介模型.心理学报,47(5),611-623.
陈秀珠,赖伟平,麻海芳,陈俊,单彦彤.(2017).亲子关系与青少年心理资本的关系:友谊质量的中介效应与学校联结的调节效应.心理发展与教育,33(5),544-553.
鲍振宙,张卫,李董平,李丹黎,王艳辉.(2013).校园氛围与青少年学业成就的关系:一个有调节的中介模型.心理发展与教育,29(1),61-70.
葛广昱,余嘉元,安敏.(2010).中学生心理韧性与学业水平的关系研究.赣南师范学院学报,31(1),114-119.
韩映雄,李超.(2017).中小学生学业成就的影响因素.吉林师范大学学报(人文社会科学版),45(1),80-87.
黎建斌.(2013).自我控制资源与认知资源相互影响的机制:整合模型.心理科学进展,21(2),235-242.
林崇德.(2002).发展心理学.杭州:浙江教育出版社.
刘志军,白学军,陈会昌.(2008).初中生人格型乐观、应对策略与学业成绩的关系.心理学探新,28(2),49-52.
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谭树华,郭永玉.(2008).有限自制力的理论假设及相关研究.中国临床心理学杂志,16(3),309-311.
王红姣,卢家楣.(2004).中学生自我控制能力问卷的编制及其调查.心理科学,27(6),1477-1482.
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)(4),22-32.
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文超,张卫,李董平,喻承甫,代维祝.(2010).初中生感恩与学业成就的关系:学习投入的中介作用.心理发展与教育,26(6),598-605.
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.
熊猛,叶一舵.(2014).心理资本:理论、测量、影响因素及作用.华东师范大学学报(教育科学版),32(3),84-92.
熊猛,张艳红,叶一舵,汤祖军.(2017).心理资本对青少年成就动机和主观幸福感的影响.现代预防医学,44(10),1831-1834.
叶宝娟,胡笑羽,杨强,胡竹菁.(2014).领悟社会支持应对效能和压力性生活事件对青少年学业成就的影响机制.心理科学,37(2),342-348.
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Berlanga-Silvente V,Guàrdia-Olmos J,&Figuera Gazo P.(2017).Salary scholarships as a factor associated with improved academic performance.Advances&Applications in Statistics,50(4),329-348.
Bono,G.,&Froh,J.J.(2009).Gratitude in school:Benefits to students and schools.In R.Gilman,E.S.Huebner,&M.Furlong(Eds.),Handbook of positive psychology in the schools:Promoting wellness in children and youth(pp.77-88).Hillsdale,NJ Lawrence Erlbaum.
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Crockett,L.J.,Schulenberg,J.E.,&Petersen,A.C.(1987).Congruence between objective and self-report data in a sample of young adolescents.Journal of Adolescent Research,2(4),383-392.
Dearing,E.,&Hamilton,L.C.(2006).Contemporary advances and classic advice for analyzing mediating and moderating variables.Monographs of the Society for Research in Child Development,71(3),88-104.
Dornbusch,S.M.,Ritter,P.L.,Leiderman,P.H.,Roberts,D.F.,&Fraleigh,M.J.(1987).The relation of parenting style to adolescent school performance.Child Development,58(5),1244-1257.
Duckworth,A.L.,Gendler,T.S.,&Gross,J.J.(2014).Selfcontrol in school-age children.Educational Psychologist,49(3),199-217.
Duckworth,A.L.,Tsukayama,E.,&May,H.(2010).Establishing causality using longitudinal hierarchical linear modeling:An illustration predicting achievement from self-control.Social Psychological and Personality Science,1(4),311-317.
Erceghurn,D.M.,&Mirosevich,V.M.(2008).Modern robust statistical methods:an easy way to maximize the accuracy and power of your research.American Psychologist,63(7),591-601.
Eisenberg,N.,Spinrad,T.L.,&Knafo-Noam,A.(2015).Prosocial development.In M.E.Lamb(Vol.Ed.),R.M.Lerner(Ed.),Handbook of child psychology and developmental science.(Vol.3,pp.610-656).Hoboken,NJ:Wiley.
Fredrickson,B.L.(2004).Gratitude,like other positive emotions,broadens and builds.In R.A.Emmons&M.E.Mc Cullough(Eds.),The psychology of gratitude.(pp.145-166).New York:Oxford University Press.
Fredrickson,B.L.,&Joiner,T.(2002).Positive emotions trigger upward spirals toward emotional well-being.Psychological Science,13(2),172-175.
Froh,J.J.,&Bono,G.(2008).The gratitude of youth.In S.J.Lopez(Ed.),Positive psychology:Exploring the best in people.(Vol.2,pp.55-78).Westport,CT:Greenwood Publishing Company.
Hawkins,J.D.,&Weis,J.G.(1985).The social development model:an integrated approach to delinquency prevention.Journal of Primary Prevention,6(2),73-97.
Hayes,A.F.(2015).An index and test of linear moderated mediation.Multivariate Behavioral Research,50(1),1-22.
Hirschi,T.(1969).Causes of delinquency.Berkeley,CA:University of California Press.
Kashdan,T.B.,Mishra,A.,Breen,W.E.,&Froh,J.J.(2009).Gender differences in gratitude:Examining appraisals,narratives,the willingness to express emotions,and changes in psychological needs.Journal of Personality,77(3),691-730.
King,R.B.,&Gaerlan,M.J.M.(2014).High self-control predicts more positive emotions,better engagement,and higher achievement in school.European Journal of Psychology of Education,29(1),81-100.
Lin,C.C.,&Yeh.Y.C.(2014).How gratitude influences well-being:A structural equation modeling approach.Social Indicators Research,118(1),205-217.
Luthans,F.,Avolio,B.J.,Avey,J.B.,&Norman,S.M.(2007).Positive psychological capital:Measurement and relationship with performance and satisfaction.Personnel Psychology,60(3),541-572.
Luthans,F.,Avolio,B.J.,Walumbwa F.O.,&Li,W.(2005).The psychological capital of Chinese workers:exploring the relationship with performance.Management and Organization Review,1(2),249-271.
Luthans,F.,&Youssef,C.M.(2007).Emerging positive organizational behavior.Journal of Management,33(3),321-349.
Luthans,F.,Youssef,C.M.,&Avolio,B.J.(2015).Psychological capital and beyond.New York,NY:Oxford University Press.
Mc Cullough,M.E.,Emmons,R.A.,&Tsang,J.A.(2002).The grateful disposition:a conceptual and empirical topography.Journal of Personality&Social Psychology,82(1),112.
Mc Evoy,A.,&Welker,R.(2000).Antisocial behavior,academic failure,and school climate:A critical review.Journal of Emotional and Behavioral Disorders,8(3),130-140.
Nietzel,M.T.,Bernstein,D.A.,&Milich,R.(1994).Introduction to Clinical Psychology.New Jersey:Prentice-Hall.
Preacher,K.J.,Curran,P.J.,&Bauer,D.J.(2006).Computational tools for probing interactions in multiple linear regression,multilevel modeling,and latent curve analysis.Journal of Educational and Behavioral Statistics,31(4),437-448.
Ridder,D.T.,Lensvelt-Mulders,G.,&Finkenauer,C.(2012).Taking stock of self-control:A meta-analysis of how trait self-control relates to a wide range of behaviors.Personality and Social Psychology Review,16(1),76-99.
Snyder,C.R.,Harris,C.,Anderson,J.R.,Holleran,S.A.,Irving,L.M.,Sig-mon,S.T.,et al.(1991).The will and the ways:Development and validation of an individual differences measure of hope.Journal of Personality and Social Psychology,60(4),570.
Tangney,J.P.,Baumeister,R.F.,&Boone,A.L.(2004).High self-control predictsgood adjustment,less pathology,better grades,and interpersonal success.Journal of Personality,72(2),271-324.
Yzerbyt,V.Y.(2005).When moderation is mediated and mediation is moderated.Journal of Personality&Social Psychology,89(6),852-863.
陈武,李董平,鲍振宙,闫昱文,周宗奎.(2015).亲子依恋与青少年的问题性网络使用:一个有调节的中介模型.心理学报,47(5),611-623.
陈秀珠,赖伟平,麻海芳,陈俊,单彦彤.(2017).亲子关系与青少年心理资本的关系:友谊质量的中介效应与学校联结的调节效应.心理发展与教育,33(5),544-553.
鲍振宙,张卫,李董平,李丹黎,王艳辉.(2013).校园氛围与青少年学业成就的关系:一个有调节的中介模型.心理发展与教育,29(1),61-70.
葛广昱,余嘉元,安敏.(2010).中学生心理韧性与学业水平的关系研究.赣南师范学院学报,31(1),114-119.
韩映雄,李超.(2017).中小学生学业成就的影响因素.吉林师范大学学报(人文社会科学版),45(1),80-87.
黎建斌.(2013).自我控制资源与认知资源相互影响的机制:整合模型.心理科学进展,21(2),235-242.
林崇德.(2002).发展心理学.杭州:浙江教育出版社.
刘志军,白学军,陈会昌.(2008).初中生人格型乐观、应对策略与学业成绩的关系.心理学探新,28(2),49-52.
罗利,周天梅.(2015).中学生感恩与主观幸福感的关系:抗挫折能力与社会支持的中介作用.心理发展与教育,31(4),467-474.
谭树华,郭永玉.(2008).有限自制力的理论假设及相关研究.中国临床心理学杂志,16(3),309-311.
王红姣,卢家楣.(2004).中学生自我控制能力问卷的编制及其调查.心理科学,27(6),1477-1482.
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)(4),22-32.
王建平,喻承甫,曾毅茵,叶婷,张卫.(2011).青少年感恩的影响因素及其机制.心理发展与教育,27(3),260-266.
王凯荣,辛涛,李琼.(1999).中学生自我效能感、归因与学习成绩关系的研究.心理发展与教育,15(4),22-25.
王艳辉,李董平,孙文强,赵力燕,赖雪芬,周月月.(2017).亲子依恋与初中生亲社会行为:有调节的中介效应.心理学报,49(5),663-679.
王振宏.(1999).初中生学业自我效能与学业成就关系研究.心理发展与教育,15(1),39-43.
文超,张卫,李董平,喻承甫,代维祝.(2010).初中生感恩与学业成就的关系:学习投入的中介作用.心理发展与教育,26(6),598-605.
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.
熊猛,叶一舵.(2014).心理资本:理论、测量、影响因素及作用.华东师范大学学报(教育科学版),32(3),84-92.
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