元认知在大学生意义建构与主观幸福感关系中的中介效应

Do-Hee Kim, Hyun-Ju Lee
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摘要

研究目的 这项研究是为了回应人们对大学生心理健康日益增长的担忧。目的是研究元认知在参与意义建构与主观幸福感之间关系中的作用。这项调查试图找出有助于主观幸福感的认知机制,并探索支持学生追求幸福生活的方法。方法 通过调查收集了 242 名年龄在 18 至 28 岁之间的在校大学生的数据,并使用 SPSS 和 PROCESS Macro 程序进行了描述性统计、相关分析、多元回归分析和中介模型分析,以研究变量之间的关系。结果 研究结果表明,意义建构与主观幸福感呈正相关,而元认知在这种关系中起着中介作用。其中,作为元认知子成分的意识被证明能够完全调节意义建构与生活满意度和积极情绪之间的联系,而监测方面被证明能够部分调节意义建构与消极情绪之间的关系。结果表明,元认知对主观幸福感的不同组成部分产生了不同的影响。结论 本研究表明,对于大学生来说,参与意义建构活动不仅能提高元认知能力,还能对生活满意度和积极情绪产生积极影响,同时减少消极情绪。研究结果证实了通过发展元认知技能可以有效提高主观幸福感的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Mediation Effect of Metacognition in the Relationship between Meaning-making and Subjective Well-being in University Students
Objectives This study was conducted in response to growing concerns about the mental health of college students. The aim was to investigate the role of metacognition in the relationship between engagement in meaning-making and subjective well-being. This investigation sought to identify cognitive mechanisms that contribute to subjective well-being and to explore ways to support students in their pursuit of a happy life. Methods Data were collected from 242 adults aged 18 to 28 who were enrolled in a university through an survey, and descriptive statistics, correlation analysis, multiple regression analysis, and mediation model analysis were conducted using SPSS and PROCESS Macro programs to examine the relationships among the variables. Results The findings of the study indicated that meaning-making was positively associated with subjective well-being, and metacognition acted as a mediator in this relationship. In particular, awareness, identified as a sub-component of metacognition, was shown to fully mediate the link between meaning-making and life satisfaction and positive affect, while the monitoring aspect was shown to partially mediate the relationship between meaning-making and negative affect. The results suggest that metacognition exerts differential effects on distinct components of subjective well-being. Conclusions This study indicates that for college students, engaging in meaning-making activities can not only improve metacognitive skills, but also have a positive impact on life satisfaction and positive emotions, while reducing negative emotions. The findings confirm the significance of the possibility that subjective well-being can be effectively enhanced through the development of metacognitive skills.
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