Wang Daoyang, Zhou Li
College of Educational Science, Anhui Normal University, Wuhu 241000, China.
Wei Sheng Yan Jiu. 2017 Nov;46(6):935-941.
To explore the role of cognitive reappraisal in the relationship between left-behind middle school student's negative academic emotions and psychological well-being.
A questionnaire survey was conducted among 434 left-behind middle school student aged 11-18 years old from January to February in 2016. In thisstudy, psychological well-being questionnaire, negative academic emotion questionnaire, emotion regulation questionnaire and background information questionnaire were used in team test. The psychological well being, negative academic emotion, emotion regulation and background variables were analyzed and compared by t-test, correlation analysis and regression analysis.
The result of t-test showed, there was a significant difference that the psychological well-being of boys of the left-behind middle school student was lower than that of girls'( 111. 89 ± 24. 339 vs. 117. 97 ± 24. 292, P < 0. 05, d =-0. 251). The significant difference existed that both anxiety and depression of boys were higher than that of girls'( anxiety: 19. 66 ± 4. 958 vs. 17. 99 ± 5. 242, P < 0. 01, d =0. 327; depression: 13. 72 ± 3. 647 vs. 14. 96 ± 3. 736, P < 0. 01, d = 0. 270). The correlation analysis suggested that there was significant positive correlations between leftbehind middle school student' psychological well-being and cognitive reappraisal( r =0. 246, P < 0. 01), the notable negative correlation was found between psychological wellbeing and negative academic emotions( r =-0. 242, P < 0. 01). Cognitive reappraisal had a significant negative correlation with negative academic emotions, but the correlation coefficient was lower than 0. 20. Regression analysis showed that, after controlling for age and other background variables, there was significant negative correlation between negative academic emotion and psychological well-being( β =-0. 54, t =-3. 03, P = 0. 003), and cognitive reappraisal had a significant moderating effect on the relationship of negative academic emotions and psychological well-being( β = 0. 62, t = 2. 10, P < 0. 05). The simple slope test showed that there was a significant negative correlations between the negative academic emotions of low score group of cognitive reappraisal( mean standard deviation in-1 or less) and psychological well-being( simple slope =-0. 368, t =-5. 04, P < 0. 001), but there was no significant correlations between the negative academic emotions of high score group of cognitive reappraisal and psychological wellbeing( simple slope =-0. 149, t =-1. 71, P = 0. 089).
The improvement of cognitive reappraisal of left-behind middle school student can reduce the negative correlation between negative academic emotions and psychological well-being.
探讨认知重评在留守儿童负面学业情绪与心理健康关系中的作用。
2016年1月至2月，对434名11 - 18岁的留守儿童进行问卷调查。本研究采用团队测试的方式，使用了心理健康问卷、负面学业情绪问卷、情绪调节问卷和背景信息问卷。通过t检验、相关分析和回归分析对心理健康、负面学业情绪、情绪调节和背景变量进行分析和比较。
t检验结果显示，留守儿童中男生的心理健康水平低于女生，差异有统计学意义（111.89±24.339 vs. 117.97±24.292，P<0.05，d=-0.251）。男生的焦虑和抑郁水平均高于女生，差异有统计学意义（焦虑：19.66±4.958 vs. 17.99±5.242，P<0.01，d = 0.327；抑郁：13.72±3.647 vs. 14.96±3.736，P<0.01，d = 0.270）。相关分析表明，留守儿童的心理健康与认知重评呈显著正相关（r = 0.246，P<0.01），与负面学业情绪呈显著负相关（r = -0.242，P<0.01）。认知重评与负面学业情绪呈显著负相关，但相关系数低于0.20。回归分析显示，在控制年龄和其他背景变量后，负面学业情绪与心理健康呈显著负相关（β=-0.54，t=-3.03，P = 0.003），认知重评对负面学业情绪与心理健康的关系具有显著的调节作用（β = 0.62，t = 2.10，P<0.05）。简单斜率检验表明，认知重评低分群体（均值标准差在-1或更低）的负面学业情绪与心理健康呈显著负相关（简单斜率=-0.368，t=-5.04，P<0.001），但认知重评高分群体的负面学业情绪与心理健康无显著相关性（简单斜率=-0.149，t=-1.71，P = 0.089）。
提高留守儿童的认知重评能力可以降低负面学业情绪与心理健康之间的负相关。
