自律作为学校压力和学校福祉之间的调解者和调节者:一项多层次研究
Maja Gajda1, Aleksandra Jasińska-Maciążek1, Paweł Grygiel2
1Faculty of Education, University of Warsaw, Mokotowska 16/20, 00-561 Warsaw, Poland.
European journal of investigation in health, psychology and education
|December 24, 2025
概括
学生的自我调节技能通过部分解释压力与幸福的联系,对学校的幸福感产生了积极的影响. 然而,自我调节并不能缓解这种关联,强调需要个人技能和减少课堂压力因素.
科学领域:
- 教育心理学教育心理学
- 儿童心理学 儿童心理学
- 青少年心理学 青少年心理学
背景情况:
- 学校压力是影响学生幸福感的重要因素.
- 自律在应对压力和促进积极结果方面发挥着至关重要的作用.
- 了解压力,自我调节和福祉之间的相互作用对于教育干预至关重要.
研究的目的:
- 检查学校压力 (感知和课堂水平) 与学校幸福感之间的关系.
- 研究自我调节在这种关系中的调解和调节作用.
- 确定影响小学环境中学生幸福感的因素.
主要方法:
- 横截面研究设计. 截面研究设计.
- 层次线性建模 (HLM) 来分析个人和团体级数据.
- 702名波兰小学学生 (4年级,6年级,8年级) 的样本.
主要成果:
- 较高的感知学校压力与较低的学校幸福感有关.
- 在课堂上暴露于压力因素也对学生幸福感的变化作出了重大贡献.
- 自律与学校幸福感有积极的联系,并调解了压力与幸福感的关联,但没有缓解它.
结论:
- 个人自我调节技能和课堂环境因素都对学生的福祉很重要.
- 干预措施应侧重于提高学生的自我调节能力,减少课堂压力因素.
- 自律有助于理解压力与幸福的联系,但不会缓冲其负面影响.
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