Guo Junqiao, Liu Ling, Zhao Bihua, Wang Daoyang
School of Educational Science, Anhui Normal University, Wuhu, China.
Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
Front Psychol. 2020 Jan 22;10:3081. doi: 10.3389/fpsyg.2019.03081. eCollection 2019.
Teacher support has been shown to enhance adolescent mental health. However, the effects of negative emotions and resilience in the relationship between teacher support and mental well-being in adolescents are still unknown. This study investigated (a) the mediating role of negative emotions in the relationship between teacher support and mental well-being, (b) the mediating role of resilience in the association between teacher support and mental well-being, (c) the serial mediating role of negative emotions and then resilience in the relationship between teacher support and mental well-being, and (d) the parallel mediating role of the five dimensions of resilience and the three factors of negative emotions in the relationship between teacher support and mental well-being. Participants were 1228 Chinese adolescents (age, = 15.43 years; 53.09% male). Participants filled out questionnaires regarding teacher support, negative emotions, resilience, and mental well-being. After controlling for age and gender, we found that teacher support, negative emotions, and resilience were significantly linked with mental well-being. Moreover, negative emotions and resilience were found to mediate the relationship between teacher support and adolescent mental well-being, accounting for 5.45 and 30.00% of the total effect, respectively. We also found that teacher support enhances mental well-being by decreasing negative emotions and then increasing resilience. This serial mediating effect accounted for 8.48% of the total effect. Finally, the mediating effect of resilience between teacher support and mental well-being was significantly greater than the mediating effects of the other two indirect effects (negative emotions in the relationship between teacher support and mental well-being, negative emotions and then resilience in the relationship between teacher support and mental well-being). And the parallel mediation model showed that teacher support can promote adolescent mental well-being by increasing goal planning, affect control, and help-seeking behavior, and decreasing depression. These findings suggest a process through which negative emotions can decrease resilience and identify the mediating effects of negative emotions (including the three dimensions of negative emotions) and resilience (including the five factors of resilience) in the relationship between teacher support and adolescent mental well-being.
研究表明，教师支持有助于提升青少年的心理健康。然而，在教师支持与青少年心理健康的关系中，负面情绪和心理韧性所起的作用仍不明确。本研究调查了：（a）负面情绪在教师支持与心理健康关系中的中介作用；（b）心理韧性在教师支持与心理健康关系中的中介作用；（c）负面情绪和心理韧性在教师支持与心理健康关系中的链式中介作用；（d）心理韧性的五个维度和负面情绪的三个因素在教师支持与心理健康关系中的并行中介作用。研究对象为1228名中国青少年（年龄 = 15.43岁；男性占53.09%）。参与者填写了关于教师支持、负面情绪、心理韧性和心理健康的问卷。在控制年龄和性别因素后，我们发现教师支持、负面情绪和心理韧性与心理健康显著相关。此外，研究发现负面情绪和心理韧性在教师支持与青少年心理健康的关系中起中介作用，分别占总效应的5.45%和30.00%。我们还发现，教师支持通过降低负面情绪进而增强心理韧性来提升心理健康。这种链式中介效应占总效应的8.48%。最后，心理韧性在教师支持与心理健康之间的中介效应显著大于其他两种间接效应（教师支持与心理健康关系中的负面情绪、教师支持与心理健康关系中的负面情绪和心理韧性）的中介效应。并行中介模型表明，教师支持可以通过增加目标规划、情绪控制和求助行为以及减少抑郁来促进青少年的心理健康。这些研究结果揭示了一个负面情绪会降低心理韧性的过程，并确定了负面情绪（包括负面情绪的三个维度）和心理韧性（包括心理韧性的五个因素）在教师支持与青少年心理健康关系中的中介作用。
