中学生复原力量表的编制及其初步应用
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摘要
复原力是指个体在面对压力或者逆境时恢复良好状态的能力,包括内在保护因子和外在保护因子,个体的良好适应是两者交互作用的结果。本研究目的是:1.在综合国内外现有研究的基础上,结合开放性问卷调查和访谈等方法,构建出中学生复原力的理论结构,编制中学生复原力量表,为后期的研究提供有效的测量工具;2.考察我国中学生复原力发展的群体特征;3.考察中学生复原力与其生活事件、心理健康水平的关系,分析复原力在促进中学生心理健康过程中的作用,为改善中学生心理健康水平寻找新的思路。量表的预测部分在河北省石家庄市选取三所具有代表性的中学进行分层整群抽样,共抽取中学生630名,有效被试为607名。正式施测部分在河北省石家庄市、邢台市、唐山市及山东省青岛市共六所中学进行分层整群抽样,有效被试为759名。
通过对数据的统计分析,本研究得出以下结论:1.编制的中学生复原力量表共由36个条目组成,分别为目标感、有恒性、责任感、自我调适、家庭支持和朋友支持六个维度,量表的信效度指标均符合心理测量学的标准。2.在性别变量上,女生在朋友支持、家庭支持两个维度以及复原力总量表上显著高于男生;在是否独生变量上,只在责任感维度上存在显著差异,非独生子女的责任感显著高于独生子女;在年级变量上,各分量表和总量表上均存在显著差异。3.不同复原力水平的中学生在生活事件及心理健康状况上的差异比较显示,高复原力组的中学生在生活事件及其六个因子上的得分均显著低于低复原力组的中学生;高复原力组的中学生在人际关系敏感、焦虑、抑郁、学习压力、适应不良、情绪不平衡、心理不平衡以及总体心理健康因子上均显著优于低复原力组的中学生。4.中学生复原力水平和生活事件对心理健康水平均具有良好的预测作用,同时复原力在生活事件与心理健康之间起部分中介作用。
Resilience refers to the ability that individuals can restore and adapt well in the face of adversity or stress, including the intrinsic and extrinsic protective factors. The well adaption is the result of interaction of them.The purposes of this study are: 1. This paper constructed the theoretical dimensions of Chinese middle school students' resilience by their depth interviews, opening questionnaires, and previous literatures, then developed the scale of the middle school student’s resilience on the basis of domestic and foreign scales of adolescent resilience, and provided an effective measuring tool for the latter research.2. To survey the group feature of resilience development of Chinese middle school students, and provide the basic information for the latter research.3. To know the relationship among life events stress, resilience and mental health, as well as analyse how resilience plays the role in the process of improving mental health, which will help to find new measures to improve mental health of the middle school students. Students from three representative middle schools in the city of Shijiazhuang, Hebei Province participated in the pre-test. There were 607 effective participants of 630 , after stratified cluster sampling. The formal test was conducted in six middle schools in Shijiazhuang, Xingtai, Tangshan of Hebei province, and Qingdao, Shandong Province. After using the same way, 759 students, participated in the experiment.
Through the statistical analysis of the data, this study makes the following conclusions: 1.The developed scale of resilience is made up of 36 entries, which measures six dimensions, that is, sense of purpose, perserverance,responsibility, self-adjustment,family supports and friend supports. The indicators of reliability and validity of this scale are in line with the requirements of psychometrics. 2. Through comparing gender difference, it is showed that the scores (in the sub-scales of friend supports and family supports, and the scale of resilience) of female are higher than those of male. Comparing singleton difference, it is showed that the score of responsibility of non-singleton is much higher than that of singleton, and the scores of other scales have no significant differences between the students. From the comparison of differences between grades, it is showed that every sub-scale and scale scores have significant differences.3. Comparing the differences of life events stress and mental health between the middle school students with different resilience levels, it is showed that the scores in life events stress and its six factors of the students in the group with high resilience are significantly lower than those of low resilience group, and the students in the group with high resilience have lower scores in mental health and its factors of interpersonal sensitivity, anxiety, depression, study stress, maladaptation, emotional imbalance, psychological imbalance.4. The middle school students’ resilience level and life events stress both have good predictive effects on mental health, and resilience plays an intermediary role between life events stress and mental health.
通过对数据的统计分析,本研究得出以下结论:1.编制的中学生复原力量表共由36个条目组成,分别为目标感、有恒性、责任感、自我调适、家庭支持和朋友支持六个维度,量表的信效度指标均符合心理测量学的标准。2.在性别变量上,女生在朋友支持、家庭支持两个维度以及复原力总量表上显著高于男生;在是否独生变量上,只在责任感维度上存在显著差异,非独生子女的责任感显著高于独生子女;在年级变量上,各分量表和总量表上均存在显著差异。3.不同复原力水平的中学生在生活事件及心理健康状况上的差异比较显示,高复原力组的中学生在生活事件及其六个因子上的得分均显著低于低复原力组的中学生;高复原力组的中学生在人际关系敏感、焦虑、抑郁、学习压力、适应不良、情绪不平衡、心理不平衡以及总体心理健康因子上均显著优于低复原力组的中学生。4.中学生复原力水平和生活事件对心理健康水平均具有良好的预测作用,同时复原力在生活事件与心理健康之间起部分中介作用。
Resilience refers to the ability that individuals can restore and adapt well in the face of adversity or stress, including the intrinsic and extrinsic protective factors. The well adaption is the result of interaction of them.The purposes of this study are: 1. This paper constructed the theoretical dimensions of Chinese middle school students' resilience by their depth interviews, opening questionnaires, and previous literatures, then developed the scale of the middle school student’s resilience on the basis of domestic and foreign scales of adolescent resilience, and provided an effective measuring tool for the latter research.2. To survey the group feature of resilience development of Chinese middle school students, and provide the basic information for the latter research.3. To know the relationship among life events stress, resilience and mental health, as well as analyse how resilience plays the role in the process of improving mental health, which will help to find new measures to improve mental health of the middle school students. Students from three representative middle schools in the city of Shijiazhuang, Hebei Province participated in the pre-test. There were 607 effective participants of 630 , after stratified cluster sampling. The formal test was conducted in six middle schools in Shijiazhuang, Xingtai, Tangshan of Hebei province, and Qingdao, Shandong Province. After using the same way, 759 students, participated in the experiment.
Through the statistical analysis of the data, this study makes the following conclusions: 1.The developed scale of resilience is made up of 36 entries, which measures six dimensions, that is, sense of purpose, perserverance,responsibility, self-adjustment,family supports and friend supports. The indicators of reliability and validity of this scale are in line with the requirements of psychometrics. 2. Through comparing gender difference, it is showed that the scores (in the sub-scales of friend supports and family supports, and the scale of resilience) of female are higher than those of male. Comparing singleton difference, it is showed that the score of responsibility of non-singleton is much higher than that of singleton, and the scores of other scales have no significant differences between the students. From the comparison of differences between grades, it is showed that every sub-scale and scale scores have significant differences.3. Comparing the differences of life events stress and mental health between the middle school students with different resilience levels, it is showed that the scores in life events stress and its six factors of the students in the group with high resilience are significantly lower than those of low resilience group, and the students in the group with high resilience have lower scores in mental health and its factors of interpersonal sensitivity, anxiety, depression, study stress, maladaptation, emotional imbalance, psychological imbalance.4. The middle school students’ resilience level and life events stress both have good predictive effects on mental health, and resilience plays an intermediary role between life events stress and mental health.
引文
[1]Garmezy, N., & Streitman, S. (1974). Children at risk, the search for the antecedents of schizophrenia. Part 1, conceptual model and research method. Schizophrenia Bulletin, 1, 14-90.
[2] Hinkle,L.E.(1972).An estimate of the effects of stress on the incidence and prevalence of coronary heart disease in a large industrial population in the United States.Proceedings of the International Society on Thrombosis and Homeostasis.Stuttgart, West Germany:Shatter Verlag.
[3] Anthony, E.J.(1974).The Syndrome of the psychologically invulnerable child.The Child in His Family:Children at psychiatric risk,International Yearbook,3. New York:Wiley.
[4]Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Pediatric Annals, 20, 459-466 Rutter M. Maternal deprivation reassessed. Harmondsworth, Middlesex: Penguin, 1972
[5][9] Kinard E M.Methodological issues in assessing resilience in maltreated children.Child Abuse and Neglect,1998,22:669-680.
[6] Rutter,M.(1985).Family and school influences on cognitive development. Journal of Child Psychology and Psychiatry,26:683-704.
[7] Block,J.& Kremen,A.M.(1996).IQ and ego-resiliency:Conceptual and empirical connections and separateness.Journal of Personality and Social Psychology,70(2):349-361.
[8]Garmezy N.Stress-resistant children:the search for protective factors.In:J E Stevenson(Ed.),Recent research in developmental psychopathology, Oxford,England:Pergamon Press,1985:213-233.
[10]Luthar,S.S.,Cicchetti,D.,&Becher,B.(2000).The construct of resilience:A critical evaluation and guidelines for future work.Child Development,71,543-562.
[11]Luthar,S.S.,Doernberger,C.H.,&Zigler,E.(1993).Resilience is nota unidimentional construct :Insights from a prospective study of inner-city adolescents. Development and Psychopathology,5,703-707.
[12]Werner,E.E&Smith,R.S.(2001).Journeys from childhoodto midlife:Risk,resilience and recovery .Ithaca,NY:Cornell University Press.
[13] Werner,E.E&Smith,R.S.(1992).Overcoming the odds:High risk chidren from birth to adulthood.London:Cornell Univer sity Press.
[14] Rutter,M.(1990).Psychosocial resilience and protective mechanisms.In J.Rolf,A.Masten,D.Cicchetti,K. H. Neuchterlain & S. Weintraub(Eds.),Risk and protective factors in the development of psychopathology.New York:Cambridge University Press: 181–214.
[15] Correlations for Adolescent Resilience Scale with Big Five Personality Traits. Psychological Reports,2006.Motoyaki Nakaya , Atsushi Oshio,Hitoshi Kaneko.
[16] Friborg, Hjemdal, Rosenvinge, J. H., & Martinussen, M. A new rating scale for adult resilience: what are the central protective resources behind healthy adjustment[J].International Journal of Methods in Psychiatric Research,2003,12(2):65-76.
[17] Atsushi Oshio,Hitoshi Kaneko, Construct Validity of the Adolescent Resilience Scale Psychology Report ,2003,93.
[18] Hjemdal,OddgeirFriorg,ToreC.Stiles,Monica Martinussen,and Jan H.Rosenvinge A New Scale for Adolescent Resilience:Grasping the Central Protective Resources Behind Healthy Development. Measurement and Evaluation in Couseling and Development.2006
[19]阳毅,大学生复原力量表的编制与应用.华中师范大学,硕士学位论文.2005
[20] [53]刘兰兰.大学生复原力量表的编制及其初步应用.硕士学位论文.河北师范大学.2007.
[21] [36]徐迎利贫困大学生的复原力及其与主观幸福感的关系研究.硕士学位论文,西南大学. 2007.
[22] [40] [51] [54]杨彩霞.大学生复原力量表的编制及其初步应用.硕士学位论文.河北师范大学.2008.
[23] Oddgeir Friborg, Dag Barlaug, Monica Martinussen(2005). Resilience in relation to personality. International journal of methodsin psychiatric research.
[24]Correlations for Adolescent Resilience Scale with Big Five Personality Traits. Psychological Reports,2006.Motoyaki Nakaya , Atsushi Oshio,Hitoshi Kaneko.
[25] [62] Oddgeir Friborg, Dag Barlaug, Monica Martinussen(2005). Resilience in relation to personality and intelligence. International journal of methodsin psychiatric research, 14(1):29-42.
[26] Werner, E. E. (1993). Risk, resilience, and recovery: Perpectives from the Kauai Longitudi-nal Study. Development and Psychopathology, 5, 503-515.
[27] Tompson R A,&Nelson C A. Devclopmental scienceand the media: Early brain development. American Psychologist, 2000, 56, 5-15.
[28] Werner E E,&Smith R S. Journeys from childhood to midlife: Risk, resilience, and recovery. Ithaca, NY: Comell University Press, 2001
[29]Wener E E. What can we learn about resilience from large-scale longitudinal studies? In: S Goldstein, R B Brooks(Eds.). Handbook of Resilience in Children. kuwer Academic/Plenum Publishers, 2005, pp 91-105.
[30][34] [35]Counseling Adolescent Girl for Body Image Resilience:Strategies for School Counselors.Choate,Laura Hensley,Professional School Couseling,2007
[31] [32]Jenkins J N,Smith M A. Factors protecting children living in disbarmonious homes:Maternal reports.,Journal of the American Academy of Child and Adolescent Psychiatry, 1990,29:60
[33] [88]Luthar S S, Cicchetti D,&Becker B. The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 2000, Vol. 71(3): 543-562.
[37]佟月华.低收入大学生一般自我效能感、主观幸福感研究.中国临床心理学杂志,2003,11(4):294-295
[38] Lynn, R., Margaret Taylor-Seehafer, Nancy Y. T.,&Ronald D. Y.. Correlates of resilience in homeless adolescents. Journal of Nursing Scholarship, 2001,33, 33-41
[39]李海垒.受欺负儿童的心理韧性与抑郁、焦虑的关系.硕士学位论文.山东师范大学.2006
[41][42][43][44][98]吴明隆. SPSS统计应用实务.北京:中国铁道出版社, 2000:8-9.
[45] Anderson, J. C., Gerbin, D. W. (1998). Structural equation modeling in practice: A review and recommend two-step approach. Psychological Bulletin, 103(3):411-423
[46]林崇德:发展心理学。北京:人民教育出版社.1995
[47]Mc Clell DC.Motivational factors in health and disease.American Psychologi-st,1989,44:675-683.
[48]Parkes K.R.Locus of control,cognitive appraisal and coping in stressful episodes.Journal of Personality and Social Psychology,1984(46).
[49] Kwang-Iel,K.,Hotaek,W.,Xiehe,L.Peiyl,l,&Kenji,K.(1997).Students’Stress in China, Japan And Korea:A transcultural Student of internataional. College Student Journal
[50]骆宏,马建虹.大学生抑郁症状、问题解决能力与压力感知的关系分析.中国临床心理学.2004.12-4:367-369.
[52]吴煜辉.大学生自我分化与压力知觉、心理健康的关系,硕士学位论文.河北师范大学.2008.
[55]Baron, R.M. , & Kenny, D. A. The moderator - mediator variable distinction in social psychological research: Conceptual, Strategic, and statistical considerations. Journal ofPersonality and Social Psychology, 1986, 51: 1173-1182
[56]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报.2005,37(2):268-274
[2] Hinkle,L.E.(1972).An estimate of the effects of stress on the incidence and prevalence of coronary heart disease in a large industrial population in the United States.Proceedings of the International Society on Thrombosis and Homeostasis.Stuttgart, West Germany:Shatter Verlag.
[3] Anthony, E.J.(1974).The Syndrome of the psychologically invulnerable child.The Child in His Family:Children at psychiatric risk,International Yearbook,3. New York:Wiley.
[4]Garmezy, N. (1991). Resilience in children’s adaptation to negative life events and stressed environments. Pediatric Annals, 20, 459-466 Rutter M. Maternal deprivation reassessed. Harmondsworth, Middlesex: Penguin, 1972
[5][9] Kinard E M.Methodological issues in assessing resilience in maltreated children.Child Abuse and Neglect,1998,22:669-680.
[6] Rutter,M.(1985).Family and school influences on cognitive development. Journal of Child Psychology and Psychiatry,26:683-704.
[7] Block,J.& Kremen,A.M.(1996).IQ and ego-resiliency:Conceptual and empirical connections and separateness.Journal of Personality and Social Psychology,70(2):349-361.
[8]Garmezy N.Stress-resistant children:the search for protective factors.In:J E Stevenson(Ed.),Recent research in developmental psychopathology, Oxford,England:Pergamon Press,1985:213-233.
[10]Luthar,S.S.,Cicchetti,D.,&Becher,B.(2000).The construct of resilience:A critical evaluation and guidelines for future work.Child Development,71,543-562.
[11]Luthar,S.S.,Doernberger,C.H.,&Zigler,E.(1993).Resilience is nota unidimentional construct :Insights from a prospective study of inner-city adolescents. Development and Psychopathology,5,703-707.
[12]Werner,E.E&Smith,R.S.(2001).Journeys from childhoodto midlife:Risk,resilience and recovery .Ithaca,NY:Cornell University Press.
[13] Werner,E.E&Smith,R.S.(1992).Overcoming the odds:High risk chidren from birth to adulthood.London:Cornell Univer sity Press.
[14] Rutter,M.(1990).Psychosocial resilience and protective mechanisms.In J.Rolf,A.Masten,D.Cicchetti,K. H. Neuchterlain & S. Weintraub(Eds.),Risk and protective factors in the development of psychopathology.New York:Cambridge University Press: 181–214.
[15] Correlations for Adolescent Resilience Scale with Big Five Personality Traits. Psychological Reports,2006.Motoyaki Nakaya , Atsushi Oshio,Hitoshi Kaneko.
[16] Friborg, Hjemdal, Rosenvinge, J. H., & Martinussen, M. A new rating scale for adult resilience: what are the central protective resources behind healthy adjustment[J].International Journal of Methods in Psychiatric Research,2003,12(2):65-76.
[17] Atsushi Oshio,Hitoshi Kaneko, Construct Validity of the Adolescent Resilience Scale Psychology Report ,2003,93.
[18] Hjemdal,OddgeirFriorg,ToreC.Stiles,Monica Martinussen,and Jan H.Rosenvinge A New Scale for Adolescent Resilience:Grasping the Central Protective Resources Behind Healthy Development. Measurement and Evaluation in Couseling and Development.2006
[19]阳毅,大学生复原力量表的编制与应用.华中师范大学,硕士学位论文.2005
[20] [53]刘兰兰.大学生复原力量表的编制及其初步应用.硕士学位论文.河北师范大学.2007.
[21] [36]徐迎利贫困大学生的复原力及其与主观幸福感的关系研究.硕士学位论文,西南大学. 2007.
[22] [40] [51] [54]杨彩霞.大学生复原力量表的编制及其初步应用.硕士学位论文.河北师范大学.2008.
[23] Oddgeir Friborg, Dag Barlaug, Monica Martinussen(2005). Resilience in relation to personality. International journal of methodsin psychiatric research.
[24]Correlations for Adolescent Resilience Scale with Big Five Personality Traits. Psychological Reports,2006.Motoyaki Nakaya , Atsushi Oshio,Hitoshi Kaneko.
[25] [62] Oddgeir Friborg, Dag Barlaug, Monica Martinussen(2005). Resilience in relation to personality and intelligence. International journal of methodsin psychiatric research, 14(1):29-42.
[26] Werner, E. E. (1993). Risk, resilience, and recovery: Perpectives from the Kauai Longitudi-nal Study. Development and Psychopathology, 5, 503-515.
[27] Tompson R A,&Nelson C A. Devclopmental scienceand the media: Early brain development. American Psychologist, 2000, 56, 5-15.
[28] Werner E E,&Smith R S. Journeys from childhood to midlife: Risk, resilience, and recovery. Ithaca, NY: Comell University Press, 2001
[29]Wener E E. What can we learn about resilience from large-scale longitudinal studies? In: S Goldstein, R B Brooks(Eds.). Handbook of Resilience in Children. kuwer Academic/Plenum Publishers, 2005, pp 91-105.
[30][34] [35]Counseling Adolescent Girl for Body Image Resilience:Strategies for School Counselors.Choate,Laura Hensley,Professional School Couseling,2007
[31] [32]Jenkins J N,Smith M A. Factors protecting children living in disbarmonious homes:Maternal reports.,Journal of the American Academy of Child and Adolescent Psychiatry, 1990,29:60
[33] [88]Luthar S S, Cicchetti D,&Becker B. The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 2000, Vol. 71(3): 543-562.
[37]佟月华.低收入大学生一般自我效能感、主观幸福感研究.中国临床心理学杂志,2003,11(4):294-295
[38] Lynn, R., Margaret Taylor-Seehafer, Nancy Y. T.,&Ronald D. Y.. Correlates of resilience in homeless adolescents. Journal of Nursing Scholarship, 2001,33, 33-41
[39]李海垒.受欺负儿童的心理韧性与抑郁、焦虑的关系.硕士学位论文.山东师范大学.2006
[41][42][43][44][98]吴明隆. SPSS统计应用实务.北京:中国铁道出版社, 2000:8-9.
[45] Anderson, J. C., Gerbin, D. W. (1998). Structural equation modeling in practice: A review and recommend two-step approach. Psychological Bulletin, 103(3):411-423
[46]林崇德:发展心理学。北京:人民教育出版社.1995
[47]Mc Clell DC.Motivational factors in health and disease.American Psychologi-st,1989,44:675-683.
[48]Parkes K.R.Locus of control,cognitive appraisal and coping in stressful episodes.Journal of Personality and Social Psychology,1984(46).
[49] Kwang-Iel,K.,Hotaek,W.,Xiehe,L.Peiyl,l,&Kenji,K.(1997).Students’Stress in China, Japan And Korea:A transcultural Student of internataional. College Student Journal
[50]骆宏,马建虹.大学生抑郁症状、问题解决能力与压力感知的关系分析.中国临床心理学.2004.12-4:367-369.
[52]吴煜辉.大学生自我分化与压力知觉、心理健康的关系,硕士学位论文.河北师范大学.2008.
[55]Baron, R.M. , & Kenny, D. A. The moderator - mediator variable distinction in social psychological research: Conceptual, Strategic, and statistical considerations. Journal ofPersonality and Social Psychology, 1986, 51: 1173-1182
[56]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较和应用.心理学报.2005,37(2):268-274