社会支持在农村留守青少年情绪调节自我效能感和情绪性问题行为关系中的中介效应

赵文晓; 徐文花; 邢燕青; 郑俊; 段晨晨

doi:10.13898/j.cnki.issn.1000-2200.2022.12.018

社会支持在农村留守青少年情绪调节自我效能感和情绪性问题行为关系中的中介效应

Mediating effect of social support on the regulatory emotional self-efficacy and emotional problem behavior of left-behind adolescents in the rural area

摘要

摘要:
目的探讨社会支持在农村留守青少年情绪调节自我效能感和情绪性问题行为关系中的中介效应。
方法采用一般人口学问卷、情绪调节自我效能感量表、社会支持评定量表和情绪性问题行为问卷对220名农村留守青少年进行调查，采用Pearson相关、结构方程分析情绪调节自我效能感、社会支持、情绪性问题行为间关系及社会支持的中介效应。
结果情绪调节自我效能感与情绪性问题行为呈负相关（β=-0.25，P < 0.01），情绪调节自我效能感与社会支持呈正相关（β=0.60，P < 0.01），社会支持与情绪性问题行为呈负相关（β=-0.45，P < 0.01）。社会支持在情绪调节自我效能感和情绪性行为问题之间发挥完全中介作用，中介效应值为-0.27。
结论社会支持是减少农村留守青少年情绪性行为问题的关键。在实施提高留守青少年情绪调节自我效能感的干预措施时，需要加强情感交流，增强支持感知，以帮助他们减少情绪性问题行为。

Abstract:
ObjectiveTo explore the mediating effect of social support on regulatory emotional self-efficacy and emotional problem behavior of left-behind adolescents in the rural area.
MethodsA total of 220 rural left-behind adolescents were investigated using general demographic questionnaire, regulatory emotional self-efficacy scale(RESE), social support rating scale and emotional problem behavior questionnaire.The relationship among regulatory emotional self-efficacy, social support, emotional problem behavior and the mediating effect of social support were analyzed using Pearson correlation and structural equation.
ResultsThe regulatory emotional self-efficacy was negatively correlated with the emotional problem behavior(β=-0.25, P < 0.01);the regulatory emotional self-efficacy was positively correlated with social support(β=0.60, P < 0.01);social support was negatively correlated with the emotional problem behavior(β=-0.45, P < 0.01).Social support played a complete mediating role, with a mediating effect value of -0.27.
ConclusionsSocial support is the key element to reduce the emotional problem behavior of rural left-behind adolescents.It is necessary to strengthen emotional communication and support perception so as to help them reduce their emotional problem behavior when implementing the intervention to improve the left behind adolescents' regulatory emotional self-efficacy.

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