新生感知到的社会支持和学习流程之间的关系:感知到的压力和抑郁症的链中介作用
Ye Lin1, Xixi Wang2, Zhengmei Zhou3
1School of Medicine and Health Engineering, Changzhou University, Changzhou, Jiangsu, 213100, China.
BMC psychology
|February 17, 2026
概括
感知到的社会支持通过减少感知到的压力和抑郁而对新生学习流产生积极影响. 这些心理因素调解了这种关系,突出了提高高等教育学术参与度和福祉的途径.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
背景情况:
- 学习流对于学术参与和福祉至关重要.
- 新生学习流的形成研究不足.
- 社交支持,压力和抑郁等心理因素可能会影响学习流.
研究的目的:
- 探索新生之间感知到的社会支持,感知到的压力,抑郁和学习流之间的关系.
- 测试一种连锁调解模型,将感知到的社会支持与通过感知到的压力和抑郁的学习流连接起来.
主要方法:
- 在805名中国大学新生中进行了横截面问卷调查.
- 使用的验证尺度:感知社会支持尺度,感知压力尺度,患者健康问卷 (9项),流量短尺度.
- 用PROCESS宏 (模型6) 和Bootstrap方法 (5,000个重复样本) 对间接影响进行回归分析.
主要成果:
- 新生报告说,学习流程中等.
- 感知到的社会支持与学习流量正相关 (β=0.324,p<0.001).
- 感知到的压力和抑郁症在社会支持和学习流之间的关系中作为单独和顺序的重要调解者,占总影响的45.9%.
结论:
- 感知到的社会支持通过心理健康变量影响新生学习流.
- 研究结果为促进心理健康的干预提供经验支持,以提高学术参与度.
- 为高等教育机构提供实用见解,以促进新生学习流程的支持性环境.
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