对中国青少年学业期望压力和不信任的纵向研究:内化问题和希望的作用

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Ningning Feng, Ying Yang, Zhaoyang Xie, Tian Qiu, Lijuan Cui
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引用次数: 0

摘要

对社会交往的不信任与青春期的健康问题有关,包括孤独感和攻击行为。以往的研究试图从感知压力的角度来阐明信任度下降的原因,但对学业相关压力与青少年不信任之间的关系的了解仍然有限。这项为期一年的纵向研究旨在探究学业期望压力(即由于对学业成绩的外部和内部期望而产生的压力)与青少年不信任发展之间关系的心理机制。在一项两波纵向研究(时间1:2020年12月;时间2:2021年12月;女生占54.42%;时间2时的Mage = 14.02,SD = .76)中,共有1992名七、八年级的中国青少年完成了对学业期望压力、不信任、内化问题(即压力、焦虑和抑郁)和希望的测量。结果表明,时间 1 时较高的学业期望压力会通过增加内化问题来预测 1 年后的不信任。对希望较低的青少年来说,学业期望压力与后来的不信任之间的关系以及内化问题的纵向中介效应更强,而对希望较高的青少年来说,总效应、直接效应和中介效应都不显著。本研究表明,紧张的学业期望可能会影响青少年信任他人的意愿,并强调了希望在遇到学业期望压力的青少年心理社会适应中的保护作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Longitudinal study examining academic expectation stress and distrust for Chinese adolescents: The roles of internalizing problems and hope
Distrust in social interaction is linked to health issues during adolescence, ranging from loneliness to aggression engagement. Previous research has attempted to elucidate the decline in trust from the perspective of perceived pressures, yet the understanding of how academic‐related pressures are related to distrust among adolescents is still limited. This 1‐year longitudinal study aims to examine the psychological mechanism underlying the relationship between academic expectation stress (i.e., the stress due to the external and internal expectations of academic performance) and the development of adolescent distrust. A total of 1992 Chinese adolescents in 7th and 8th grades completed measures of academic expectation stress, distrust, internalizing problems (i.e., stress, anxiety, and depression), and hope in a two‐wave longitudinal study (Time 1: December 2020; Time 2: December 2021; 54.42% girls; Mage at Time 2 = 14.02, SD = .76). Results showed that higher academic expectation stress at Time 1 predicted distrust 1 year later through increased internalizing problems. The relationship between academic expectation stress and later distrust as well as the longitudinal mediating effects of internalizing problems were stronger for adolescents with lower hope, whereas the total effect, direct effect, and mediation effects were nonsignificant for those with higher hope. The present study suggests that stressful academic expectations may impact adolescents’ intention to trust others, and highlights the protective role of hope in the psychosocial adjustment of adolescents who encounter stress from academic expectations.
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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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