{"title":"同伴关系对中学生主观幸福感的影响：一个链式中介模型。","authors":"Lijun Wang, Weiqin Xiang, Ziyi Yang, Mengfei Cheng, Jingyi Shi, Zhendong Wan","doi":"10.3389/fpsyg.2025.1495506","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To explore how peer relationship relates to subjective well-being in Chinese adolescents, and to examine the mediating roles of dispositional optimism and two emotion-regulation strategies (cognitive reappraisal, expressive suppression).</p><p><strong>Methods: </strong>A total of 1897 middle school students aged 11-19 (14.86 ± 1.69, 51.3% males) from Anhui Province, China, completed four questionnaires, by using a cluster convenience sampling method. The Adolescent Peer Relationship Scale, Index of Well-being, Emotion Regulation Questionnaire, and the Life Orientation Test-Revised were used to assess peer relationship, subjective well-being, emotion regulation ability and dispositional optimism, respectively. Data were statistically analyzed using descriptive statistics, correlation analysis, group comparisons, and mediation analysis.</p><p><strong>Results: </strong>Peer relationship significantly and positively predicted the subjective well-being of middle school students (<i>β</i> = -0.339, <i>p</i> < 0.001). Dispositional optimism (<i>β</i> = -0.391, <i>p</i> < 0.001) and cognitive reappraisal (<i>β</i> = -0.161, <i>p</i> < 0.001) were both found to partially mediate this relationship. Specifically, dispositional optimism significantly predicted both cognitive reappraisal (<i>β</i> = 0.242, <i>p</i> < 0.001) and subjective well-being (<i>β</i> = 0.260, <i>p</i> < 0.001), and cognitive reappraisal also positively predicted subjective well-being (<i>β</i> = 0.191, <i>p</i> < 0.001). Mediation analysis revealed that both dispositional optimism and cognitive reappraisal significantly mediated the relationship between peer relationship and subjective well-being. The mediating effect included three distinct paths: (1) the independent mediating effect of dispositional optimism (effect = -0.489), (2) the independent mediating effect of cognitive reappraisal (effect = -0.149), and (3) the chain mediating effect of dispositional optimism and cognitive reappraisal (effect = -0.087).</p><p><strong>Conclusion: </strong>This study found that peer relationship is positively associated with subjective well-being of middle school students. Furthermore, this relationship is explained through two key mechanisms: the independent mediating roles of dispositional optimism and cognitive reappraisal, and the sequential mediation pathway involving both. These findings underscore the importance of fostering positive peer relationship and cultivating psychological strengths such as optimism and adaptive emotion regulation strategies to enhance adolescents' well-being.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1495506"},"PeriodicalIF":2.9000,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12510947/pdf/","citationCount":"0","resultStr":"{\"title\":\"The effect of peer relationship on subjective well-being among Chinese middle school students: a chain mediation model.\",\"authors\":\"Lijun Wang, Weiqin Xiang, Ziyi Yang, Mengfei Cheng, Jingyi Shi, Zhendong Wan\",\"doi\":\"10.3389/fpsyg.2025.1495506\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To explore how peer relationship relates to subjective well-being in Chinese adolescents, and to examine the mediating roles of dispositional optimism and two emotion-regulation strategies (cognitive reappraisal, expressive suppression).</p><p><strong>Methods: </strong>A total of 1897 middle school students aged 11-19 (14.86 ± 1.69, 51.3% males) from Anhui Province, China, completed four questionnaires, by using a cluster convenience sampling method. The Adolescent Peer Relationship Scale, Index of Well-being, Emotion Regulation Questionnaire, and the Life Orientation Test-Revised were used to assess peer relationship, subjective well-being, emotion regulation ability and dispositional optimism, respectively. Data were statistically analyzed using descriptive statistics, correlation analysis, group comparisons, and mediation analysis.</p><p><strong>Results: </strong>Peer relationship significantly and positively predicted the subjective well-being of middle school students (<i>β</i> = -0.339, <i>p</i> < 0.001). Dispositional optimism (<i>β</i> = -0.391, <i>p</i> < 0.001) and cognitive reappraisal (<i>β</i> = -0.161, <i>p</i> < 0.001) were both found to partially mediate this relationship. Specifically, dispositional optimism significantly predicted both cognitive reappraisal (<i>β</i> = 0.242, <i>p</i> < 0.001) and subjective well-being (<i>β</i> = 0.260, <i>p</i> < 0.001), and cognitive reappraisal also positively predicted subjective well-being (<i>β</i> = 0.191, <i>p</i> < 0.001). Mediation analysis revealed that both dispositional optimism and cognitive reappraisal significantly mediated the relationship between peer relationship and subjective well-being. The mediating effect included three distinct paths: (1) the independent mediating effect of dispositional optimism (effect = -0.489), (2) the independent mediating effect of cognitive reappraisal (effect = -0.149), and (3) the chain mediating effect of dispositional optimism and cognitive reappraisal (effect = -0.087).</p><p><strong>Conclusion: </strong>This study found that peer relationship is positively associated with subjective well-being of middle school students. Furthermore, this relationship is explained through two key mechanisms: the independent mediating roles of dispositional optimism and cognitive reappraisal, and the sequential mediation pathway involving both. These findings underscore the importance of fostering positive peer relationship and cultivating psychological strengths such as optimism and adaptive emotion regulation strategies to enhance adolescents' well-being.</p>\",\"PeriodicalId\":12525,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":\"16 \",\"pages\":\"1495506\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12510947/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2025.1495506\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1495506","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
The effect of peer relationship on subjective well-being among Chinese middle school students: a chain mediation model.
Objective: To explore how peer relationship relates to subjective well-being in Chinese adolescents, and to examine the mediating roles of dispositional optimism and two emotion-regulation strategies (cognitive reappraisal, expressive suppression).
Methods: A total of 1897 middle school students aged 11-19 (14.86 ± 1.69, 51.3% males) from Anhui Province, China, completed four questionnaires, by using a cluster convenience sampling method. The Adolescent Peer Relationship Scale, Index of Well-being, Emotion Regulation Questionnaire, and the Life Orientation Test-Revised were used to assess peer relationship, subjective well-being, emotion regulation ability and dispositional optimism, respectively. Data were statistically analyzed using descriptive statistics, correlation analysis, group comparisons, and mediation analysis.
Results: Peer relationship significantly and positively predicted the subjective well-being of middle school students (β = -0.339, p < 0.001). Dispositional optimism (β = -0.391, p < 0.001) and cognitive reappraisal (β = -0.161, p < 0.001) were both found to partially mediate this relationship. Specifically, dispositional optimism significantly predicted both cognitive reappraisal (β = 0.242, p < 0.001) and subjective well-being (β = 0.260, p < 0.001), and cognitive reappraisal also positively predicted subjective well-being (β = 0.191, p < 0.001). Mediation analysis revealed that both dispositional optimism and cognitive reappraisal significantly mediated the relationship between peer relationship and subjective well-being. The mediating effect included three distinct paths: (1) the independent mediating effect of dispositional optimism (effect = -0.489), (2) the independent mediating effect of cognitive reappraisal (effect = -0.149), and (3) the chain mediating effect of dispositional optimism and cognitive reappraisal (effect = -0.087).
Conclusion: This study found that peer relationship is positively associated with subjective well-being of middle school students. Furthermore, this relationship is explained through two key mechanisms: the independent mediating roles of dispositional optimism and cognitive reappraisal, and the sequential mediation pathway involving both. These findings underscore the importance of fostering positive peer relationship and cultivating psychological strengths such as optimism and adaptive emotion regulation strategies to enhance adolescents' well-being.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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