卫生研究

目的探讨认知重评在留守中学生消极学业情绪与心理幸福感关系中的作用。方法于2016年1—2月,采取整群随机抽样的方法调查安徽省六安市、芜湖市和马鞍山市11~18岁留守中学生434人,运用心理幸福感问卷、消极学业情绪问卷、情绪调节问卷以及背景问卷进行团体施测,对其心理幸福感、消极学业情绪、情绪调节以及背景变量进行t检验、相关分析与回归分析。结果 t检验表明,留守中学生中男生心理幸福感低于女生[(111.89±24.339)vs.(117.97±24.292),P<0.05,d=-0.251],男生的焦虑、沮丧高于女生[焦虑:(19.66±4.958)vs.(17.99±5.242),P<0.01,d=0.327;沮丧:(13.72±3.647)vs.(14.96±3.736),P<0.01,d=0.270]。相关分析显示,留守中学生心理幸福感与认知重评正相关(r=0.246,P<0.01),与消极学业情绪负相关(r=-0.242,P<0.01);而认知重评与消极学业情绪负相关(r=-0.112,P<0.01),但相关系数低于0.20。回归分析显示,控制年龄等背景变量后,消极学业情绪与心理幸福感的负向关联仍具有统计学意义(β=-0.54,t=-3.03,P=0.003),同时认知重评在消极学业情绪与心理幸福感关系中调节作用具有统计学意义(β=0.62,t=2.10,P<0.05);简单斜率检验表明,认知重评低分组(均分在-1标准差或以下)的消极学业情绪对心理幸福感的负向关联有统计学意义(simple slope=-0.368,t=-5.04,P<0.001);而认知重评高分组(均分在+1标准差或以上)的消极学业情绪对心理幸福感的负向关联无统计学意义(simple slope=-0.149,t=-1.71,P=0.089)。结论留守中学生认知重评的提高能降低消极学业情绪与心理幸福感的负向关联。

Objective To explore the role of cognitive reappraisal in the relationship between left-behind middle school student's negative academic emotions and psychological well-being. Methods A questionnaire survey was conducted among 434 left-behind middle school student aged 11-18 years old from January to February in 2016. In thisstudy,psychological well-being questionnaire,negative academic emotion questionnaire,emotion regulation questionnaire and background information questionnaire were used in team test. The psychological well being,negative academic emotion,emotion regulation and background variables were analyzed and compared by t-test,correlation analysis and regression analysis. Results The result of t-test showed, there was a significant difference that the psychological well-being of boys of the left-behind middle school student was lower than that of girls'( 111. 89 ± 24. 339 vs. 117. 97 ± 24. 292,P < 0. 05,d =-0. 251). The significant difference existed that both anxiety and depression of boys were higher than that of girls'( anxiety: 19. 66 ± 4. 958 vs. 17. 99 ± 5. 242,P < 0. 01,d =0. 327; depression: 13. 72 ± 3. 647 vs. 14. 96 ± 3. 736,P < 0. 01,d = 0. 270). The correlation analysis suggested that there was significant positive correlations between leftbehind middle school student' psychological well-being and cognitive reappraisal( r =0. 246,P < 0. 01),the notable negative correlation was found between psychological wellbeing and negative academic emotions( r =-0. 242,P < 0. 01). Cognitive reappraisal had a significant negative correlation with negative academic emotions,but the correlation coefficient was lower than 0. 20. Regression analysis showed that,after controlling for age and other background variables,there was significant negative correlation between negative academic emotion and psychological well-being( β =-0. 54,t =-3. 03,P = 0. 003),and cognitive reappraisal had a significant moderating effect on the relationship of negative academic emotions and psychological well-being( β = 0. 62,t = 2. 10,P < 0. 05). The simple slope test showed that there was a significant negative correlations between the negative academic emotions of low score group of cognitive reappraisal( mean standard deviation in-1 or less) and psychological well-being( simple slope =-0. 368,t =-5. 04,P < 0. 001),but there was no significant correlations between the negative academic emotions of high score group of cognitive reappraisal and psychological wellbeing( simple slope =-0. 149,t =-1. 71,P = 0. 089). Conclusion The improvement of cognitive reappraisal of left-behind middle school student can reduce the negative correlation between negative academic emotions and psychological well-being.