自我污名与孤儿学生消极情绪的关系：解释风格及领悟社会支持的多重中介作用

摘要/Abstract

摘要： 为探讨孤儿学生自我污名、解释风格、领悟社会支持与消极情绪之间的关系，采用问卷测量法对某省立孤儿学校815名孤儿学生施测，结果发现：自我污名既可直接正向预测，也可经积极解释风格、领悟社会支持以及积极解释风格-领悟社会支持链的多重中介作用间接正向预测孤儿学生的消极情绪。研究结果可为孤儿学校开展降低孤儿学生消极情绪的心理健康教育干预提供理论依据。

关键词: 自我污名, 解释风格, 领悟社会支持, 消极情绪, 孤儿学生

Abstract: The present study aimed to investigate the relationship among self-stigma, explanatory style, perceived social support and negative emotions among orphan students. A questionnaire survey was conducted among 815 orphan students in a provincial orphan school. The results showed that: 1) self-stigma positively predicted negative emotions directly; 2) positive explanatory style, perceived social support and their chain partially mediated the relationship between self-stigma and negative emotions. The results provided a theoretical basis for the educational intervention to make the orphan students’ negative emotions lower in orphan schools.

Key words: self-stigma, explanatory style, perceived social support, negative emotions, orphan students

中图分类号:

B844

王江洋, 于子洋, 聂家昕. 自我污名与孤儿学生消极情绪的关系：解释风格及领悟社会支持的多重中介作用[J]. 心理与行为研究, 2020, 18(6): 777-783.

WANG Jiangyang, YU Ziyang, NIE Jiaxin. The Relationship Between Self-Stigma and Negative Emotions Among Orphan Students: The Multiple Mediational Effects of Explanatory Style and Perceived Social Support[J]. Studies of Psychology and Behavior, 2020, 18(6): 777-783.

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