The relationship between stressful life events and school engagement for junior high school students in China: A serial mediation model

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL School Psychology International Pub Date : 2023-02-09 DOI:10.1177/01430343231155621

Shuanghu Fang, Dongyan Ding

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Abstract

The purpose of this study is to examine the relationship between stressful life events (SLE) and school engagement and to determine if there are some likely mediating variables between them. A sample of 1517 Chinese junior high school students (51.5% female) completed the adolescent self-rating life events checklist (ASLEC), Utrecht Work Engagement Scale-student (UWES-s), cognitive fusion questionnaire (CFQ), and positive psychological capital questionnaire (PPQ). The model was calculated using the PROCESS macro in SPSS. The serial mediator model revealed a significant negative effect of SLE on school engagement through psychological flexibility and psychological capital (effect = −.08, 95% CI [−.10, −.06]). There was also a direct mediating effect through psychological capital (effect = −.17, 95% CI [−.21, −.13]). The results of the present study may help to clarify mechanisms that might explain the association between SLE and school engagement. Future research on improving school engagement should consider the critical roles of psychological flexibility and psychological capital.

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中国初中生压力生活事件与学校投入的关系:一个序列中介模型

本研究旨在探讨压力性生活事件(SLE)与学校投入之间的关系，并确定两者之间是否存在一些可能的中介变量。选取1517名中国初中生(女性占51.5%)，完成了青少年生活事件自评表(ASLEC)、学生乌得勒支工作投入量表(uws -s)、认知融合问卷(CFQ)和积极心理资本问卷(PPQ)。模型采用SPSS中的PROCESS宏进行计算。序列中介模型显示SLE通过心理灵活性和心理资本对学校投入有显著的负向影响(effect =−)。0.08, 95% ci[−。10−06])。心理资本也有直接中介效应(effect =−)。17, 95% ci[−。21日−13])。本研究的结果可能有助于阐明SLE与学校参与之间关系的机制。未来关于提高学校投入的研究应考虑心理灵活性和心理资本的关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer