心理韧性缓冲压力生活事件与青少年学业倦怠之间的非线性关系
收稿日期: 2023-04-12
网络出版日期: 2024-05-13
基金资助
国家社会科学基金青年项目(20CSH070)；山东省高等学校青创科技支持计划(2021RW002)。
版权
Psychological Resilience Buffers Against the Curvilinear Relationship Between Stressful Life Events and School Burnout in Adolescence
Received date: 2023-04-12
Online published: 2024-05-13
Copyright
压力生活事件对青少年的适应性发展具有潜在危害。本研究聚焦于学业倦怠，进一步探索压力生活事件与学业倦怠不同维度之间的关系，以及心理韧性的潜在缓冲作用。基于对3309名青少年的有效调查数据，本研究发现：(1)压力生活事件与青少年学业倦怠的消极核心维度之间具有非线性关系，随着压力生活事件的累积，学业倦怠水平增加的速度由快变慢，表现为饱和模型；(2)心理韧性可以充当缓冲性保护机制，相较于低心理韧性个体，对高心理韧性个体而言，压力生活事件与学业倦怠之间的非线性关系减弱，随着压力生活事件的累积，心理韧性的缓冲性效应显现出来；心理韧性无法调节压力生活事件与学业效能之间的非线性关系。研究结果支持饱和模型而非门槛模型，也为韧性分析框架下不同类型适应指标的区分提供了证据。
张耀华 , 徐敏 , 黄云云 , 辛素飞 . 心理韧性缓冲压力生活事件与青少年学业倦怠之间的非线性关系[J]. 心理与行为研究, 2024 , 22(1) : 123 -129 . DOI: 10.12139/j.1672-0628.2024.01.017
Stressful life events have harmful effects on adolescents’ adaptive development. The current study focused on school burnout, to further investigate the association of stressful life events with school burnout, and whether psychological resilience served as a buffer. On a large sample of 3309 adolescents, we demonstrated that there existed a curvilinear relationship between stressful life events and school burnout. Rather, as stressful life events accumulated, the rate of elevation of school burnout shifted from fast to slow. The pattern of change was characterized by saturation model. Psychological resilience could buffer the implications of stressful life events for school burnout. In specific, the relationship between stressful life events and school burnout was weaker for adolescents with low level of psychological resilience than for the adolescents with high level of psychological resilience. Also, psychological resilience could become more protective against school burnout as adolescents are exposed to more stressful life events. However, psychological resilience could not moderate the curvilinear relationship between stressful life events and academic efficacy. These findings support the saturation model rather than the thresh model, and provide evidences for the framework of positive and negative adaptive indicators.
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