Lan Xiaoyu, Zhang Lifan
Faculty of Psychology, Beijing Normal University, Beijing, China.
Department of Developmental Psychology and Socialization, University of Padua, Padua, Italy.
Front Psychol. 2019 Oct 18;10:2384. doi: 10.3389/fpsyg.2019.02384. eCollection 2019.
Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.
尽管先前的研究表明,转学对青少年的学业和行为功能构成风险,但对于他们的情绪适应,或者这种适应如何影响情绪健康,我们所知甚少。此外,现有文献中对多种风险和保护因素对青少年情绪健康的累积影响的探讨更少。在风险与复原力生态框架的指导下,本研究比较了转学的中国青少年与未转学的青少年在以积极情绪和消极情绪衡量的情绪健康方面的差异,并考察了教师自主支持以及毅力的两个方面(即坚持不懈和持之以恒)对两组青少年情绪健康的直接和交互作用。采用倾向得分匹配分析来平衡两组在社会人口学特征(即年龄、性别和社会经济地位)方面的差异。本研究共纳入了371名转学的青少年和742名年龄在13至18岁之间未转学的青少年。结果表明,转学的青少年报告的消极情绪水平高于未转学的同龄人。此外,对于转学的青少年来说,那些具有较高坚持不懈水平的学生,教师自主支持与消极情绪之间存在显著的负相关;然而,对于未转学的青少年来说,相应的关联与坚持不懈无关。当前的研究结果表明,转学对青少年的情绪状态不利。然而,教师自主支持和坚持不懈可以作为关键的压力缓冲因素,保护转学的青少年免受这些负面情绪的影响。