基于结构方程建模,研究儿童的学业参与度和心理健康
Nobuko Egusa1,2, Yoshiyuki Hirano1,3, Takeshi Katayama2
1The University of Osaka, United Graduate School of Child Development, The University of Osaka, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita Osaka Japan.
PCN reports : psychiatry and clinical neurosciences
|July 3, 2025
概括
这项研究发现,学生的抑郁,焦虑和学业参与 (SE) 之间没有直接联系. 然而,应对策略对SE和焦虑水平产生了积极的影响.
科学领域:
- 教育心理学教育心理学
- 青少年心理健康 青少年心理健康
背景情况:
- 学生的参与对于学业成功至关重要.
- 了解心理健康和参与之间的相互作用对于开发有效的支持策略至关重要.
研究的目的:
- 调查日本学生的抑郁,焦虑,社会支持和学业参与 (SE) 之间的关系.
- 检查这些关系中应对策略的调解作用.
主要方法:
- 使用结构方程建模.
- 798名日本学生 (4-9年级,9-15岁) 参加了这次活动.
- 经过验证的尺度评估了SE,抑郁,焦虑,应对和社会支持.
主要成果:
- 在SE和抑郁或焦虑之间没有发现显著的直接影响.
- 应对压力的积极和显著影响SE (β = 0.509) 和焦虑 (β = 0.225).
- 社会支持对SE产生了积极的影响 (β = 0.175),对焦虑 (β = -0.378) 和抑郁 (β = -0.133) 产生了负面影响.
结论:
- 在这个学生群体中,抑郁和焦虑似乎独立于SE.
- 应对策略是SE和焦虑的重要预测因素.
- 社会支持显示出对负面心理健康结果的保护作用,并支持参与.
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