摘要
采用问卷法对江苏省1440名留守儿童进行调查,深入探讨留守儿童同伴友谊质量与社会适应性的关系,着重考察自我意识的中介作用和师生关系的调节作用。结果显示:(1)同伴友谊质量正向预测社会适应性;(2)自我意识在同伴友谊质量和社会适应性之间起中介作用;(3)师生关系调节了同伴友谊质量通过自我意识影响社会适应性中介过程的前半路径、后半路径和直接路径。该结果对提高留守儿童社会适应性具有一定的理论和实践价值。
As a special group derived from the urbanization process in China,rural left-behind children deserve great attention.Due to the absence of parents,whether the left-behind children can effectively adapt to the social environment depends largely on their social adaptability.Researchers have found that good social adaptability of left-behind children can buffer the negative effects of being left-behind and make individuals have a healthier psychological state and more positive behavior.Therefore,paying attention to the social adaptability of rural left-behind children is of great significance to their physical and mental health development.A large number of studies have shown that peer friendship quality can positively predict social adaptability.However,the psychological mechanism between them is still unclear.Previous research has shown that peer friendship quality is often associated with higher self-consciousness,and further promotes social adaptability.This suggests that self-consciousness may play a mediating role between peer friendship quality and social adaptability of rural left-behind children.In addition,teachers,also known as invisible hands,play an implicit regulatory role in peer ecology.Teachers’behavior and attitude can regulate and promote the positive predictive effect of peer friendship quality on students’self-consciousness.Teachers are important attachment objects of left-behind children.A high-level teacher-student relationship plays a moderating role between self-consciousness and social adaptability.Teachers can influence students’social adaptability by regulating peer ecology in class.To sum up,this study constructed a moderated mediation model to explore the psychological mechanism that underlies the relationship between peer friendship quality and social adaptability and its boundary conditions,namely,the mediating role of self-consciousness and the moderating role of teacher-student relationship.In this study,1440 rural left-behind children in Jiangsu province were investigated and completed the Friendship Quality Questionnaire,SelfConsciousness Scale,Teacher-Student Relationship Scale,and Social Adaptation Questionnaire.The results indicated that:(1)Peer friendship quality positively predicted social adaptability;(2)Self-consciousness mediated the relationship between peer friendship quality and social adaptability;(3)The direct effect of peer friendship quality on social adaptability and the path from peer friendship quality to self-consciousness,and the path from selfconsciousness to social adaptability,were all moderated by teacher-student relationship.Our findings have several theoretical and practical contributions.From the theoretical perspective,this not only enriches the previous research on the social adaptability of left-behind children,but also extends the application of Ecosystem Theory and Interpersonal Theory.From the practical perspective,teachers play an important moderating role in improving the social adaptability of left-behind children,suggesting that teachers should form a close and harmonious relationship with children,pay attention to and coordinate children’s peer relationship,so that left-behind children can feel caring and positive emotional support,guide left-behind children to correctly understand and evaluate themselves,form a reasonable selfconsciousness,shape children’s open personality,improve problem-solving ability,and thus improve their social adaptability.
作者
戴斌荣
彭美
Dai Binrong;Peng Mei(Jiangsu Key Laboratory for Big Data of Psychology and Cognitive Science,School of Education Science,Yancheng Teachers University,Yancheng,224007;Faculty of Psychology,Tianjin Nonnal University,Tianjin,300387)
出处
《心理科学》
CSSCI
CSCD
北大核心
2021年第6期1361-1368,共8页
Journal of Psychological Science
基金
国家社会科学基金项目(17BSH097)的资助。
关键词
同伴友谊质量
社会适应性
自我意识
师生关系
留守儿童
peer friendship quality
social adaptability
self-consciousness
teacher-student relationship
left-behind children
作者简介
通讯作者:戴斌荣,E-mail:binrongdai@163.com。
