%0 Journal Article
%T 初中生依恋与主观幸福感:自尊的中介作用<br> Attachment and Subjective Well-being of Junior Middle School Students: the Mediating Role of Self Esteem
%A 邓林园
%A 马博辉
%A 武永新
%J 心理发展与教育
%D 2015
%R 10.16187/j.cnki.issn1001-4918.2015.02.13
%X 为了探讨初中生亲子依恋、同伴依恋对其主观幸福感的影响以及集体自尊和个体自尊在两者之间所起的中介作用,本研究采用问卷调查的方法对两所初中学校的857名初一至初三的学生进行了调查.主要结果如下:(1)总体而言,男生的父子依恋水平、集体自尊水平和生活满意度更高,女生的同伴依恋水平和消极情绪更高;(2)男女生表现出不同的年级发展特点,女生在亲子依恋、集体自尊和消极情绪,男生在集体自尊上表现出明显的初二现象;(3)亲子依恋、同伴依恋水平越高,初中生的集体自尊和个体自尊水平越高,其主观幸福感程度也越强;(4)母子依恋、同伴依恋、个体自尊和父子依恋依次显著正向预测初中生的生活满意度,并依次负向预测初中生的消极情绪;同伴依恋、个体自尊、母子依恋和集体自尊依次显著正向预测初中生的积极情绪;(5)亲子、同伴依恋不仅能直接影响初中生的主观幸福感,而且通过两种途径(依恋→集体自尊→主观幸福感;依恋→集体自尊→个体自尊→主观幸福感)间接对其产生影响.<br>This study explored the influence of parental attachment, peer attachment on the junior middle school students' subjective well-being, and the mediating effects of collective self-esteem and self-esteem between them. 857 students from Grade 7 to Grade 9 in two general junior schools participated in the survey. The results reveal that: (1) The developmental trend of girls' mother-child and father-attachment levels were like a U-curve, while Grade 8 is a turning point, boys' father-child and mother-child attachment levels had a downward trend with grade increasing, while Grade 9 was the lowest, with no significant difference between Grade 7 and Grade 8. (2) Boys' collective self-esteem level was significantly higher than girls, with U-curve developmental trend; gender and grade differences in individual self-esteem were not significant. (3) Boys' life satisfaction was significantly higher than girls', and both decreased by grade increasing; sex and grade differences of positive emotions were not significant; girls' negative emotions began to turn from Grade 8, while Grade 7 experienced the least negative emotions, but no significant differences between Grade 8 and Grade 9; boys' negative emotions were not significantly different between grades. (4) parent-child attachment and peer attachment had significantly positive relationship with collective self-esteem and individual self-esteem, as well as subjective well-being. (5)Mother-child attachment, peer attachment, individual self-esteem and father-child attachment predicted junior middle school students' life satisfaction positively, and predicted negative emotions negatively; peer attachment, self-esteem, mother-child attachment and collective self-esteem predicted their positive emotions positively. (6) Parent-child attachment, peer attachment not only could directly influence the subjective well-being of junior middle school students, but also had an indirect effect through two ways (attachment→collective self-esteem→subjective well being; attachment→collective self-esteem→individual self-esteem→subjective well being).
%K 初中生
%K 主观幸福感
%K 依恋
%K 自尊&lt
%K br&gt
%K Junior middle school students
%K Subjective well-being
%K Attachment
%K Self-esteem
%U http://www.devpsy.com.cn/CN/10.16187/j.cnki.issn1001-4918.2015.02.13