Tian Lili, Zhao Jie, Huebner E Scott
School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China.
School of Psychology, South China Normal University, Guangzhou 510631, People's Republic of China; Wuhan Optical Valley 2nd Junior High School, Wuhan 430074, People's Republic of China.
J Adolesc. 2015 Dec;45:138-48. doi: 10.1016/j.adolescence.2015.09.003. Epub 2015 Oct 3.
This 6-week longitudinal study aimed to examine a moderated mediation model that may explain the link between school-related social support (i.e., teacher support and classmate support) and optimal subjective well-being in school among adolescents (n = 1316). Analyses confirmed the hypothesized model that scholastic competence partially mediated the relations between school-related social support and subjective well-being in school, and social acceptance moderated the mediation process in the school-related social support--> subjective well-being in school path and in the scholastic competence--> subjective well-being in school path. The findings suggested that both social contextual factors (e.g., school-related social support) and self-system factors (e.g., scholastic competence and social acceptance) are crucial for adolescents' optimal subjective well-being in school. Limitations and practical applications of the study were discussed.
这项为期6周的纵向研究旨在检验一个有调节的中介模型，该模型或许能够解释青少年（n = 1316）在学校中与学校相关的社会支持（即教师支持和同学支持）与最佳主观幸福感之间的联系。分析证实了假设模型，即学业能力部分中介了与学校相关的社会支持和在校主观幸福感之间的关系，并且社会接纳在与学校相关的社会支持→在校主观幸福感路径以及学业能力→在校主观幸福感路径中调节了中介过程。研究结果表明，社会情境因素（如与学校相关的社会支持）和自我系统因素（如学业能力和社会接纳）对于青少年在校的最佳主观幸福感都至关重要。讨论了该研究的局限性和实际应用。
