School of Psychology, Jiangxi Normal University, Nanchang, China.
School of Psychology, Jiangxi Normal University, Nanchang, China.
J Affect Disord. 2021 Apr 15;285:97-104. doi: 10.1016/j.jad.2021.02.040. Epub 2021 Feb 17.
Owing to the government's effective epidemic control measures, universities in some areas of China gradually resumed offline teaching six months after the COVID-19 outbreak. Although attention should now be paid to the experiences of students after they returned to campus, few studies have explored the factors and mechanisms that have influenced these students' school adaptation. The present study investigated the multiple roles of social support and resilience in mediating associations the relationship between Chinese university students' interpersonal relationships and their school adaptation during COVID-19 control period.
A cross-sectional survey was conducted with 4534 Chinese university students (Mage = 19.70, SD = 1.14) at two universities in Jiangxi provinces. The independent variable was interpersonal relationships; mediating variables were social support and resilience; and the dependent variable was school adaptation. Multiple mediation analysis was performed using the MPlus software.
Controlling for demographic variables, the quality of students' interpersonal relationships was significantly and positively related to their school adaptation, with students' ratings of social support and resilience mediating these associations. More interestingly, social support and resilience played multiple mediating roles in the relationship between interpersonal relationships and school adaptation.
The age stage of the sample and the methods in which the data were collected may affect the generalizability of the results.
During COVID-19 control period, interpersonal relationships can influence school adaptation either directly or indirectly by enhancing social support or resilience (parallel mediation) or by activating resilience via the experience of social support (serial mediation). This study's results emphasize the role of interpersonal relationships, as well as the contributions of positive external and internal factors on students' school adaptation during the epidemic control period. Accordingly, these findings may have implications for the mental health education of college students in the post-epidemic era.
由于政府采取了有效的疫情防控措施，中国部分地区的高校在 COVID-19 爆发六个月后逐渐恢复线下教学。虽然现在应该关注学生返校后的经历，但很少有研究探讨影响这些学生学校适应的因素和机制。本研究调查了社会支持和韧性在多大程度上可以调节中国大学生在 COVID-19 控制期间人际关系与其学校适应之间的关系。
在江西省的两所大学，对 4534 名中国大学生（Mage=19.70，SD=1.14）进行了横断面调查。自变量是人际关系；中介变量是社会支持和韧性；因变量是学校适应。使用 MPlus 软件进行了多重中介分析。
控制人口统计学变量后，学生人际关系的质量与他们的学校适应呈显著正相关，学生对社会支持和韧性的评价中介了这些关联。更有趣的是，社会支持和韧性在人际关系和学校适应之间的关系中发挥了多重中介作用。
样本的年龄阶段和数据收集方法可能会影响结果的普遍性。
在 COVID-19 控制期间，人际关系可以通过增强社会支持或韧性（平行中介）或通过社会支持的体验激活韧性（序列中介）直接或间接地影响学校适应。本研究的结果强调了人际关系的作用，以及积极的外部和内部因素对学生在疫情控制期间学校适应的贡献。因此，这些发现可能对后疫情时代大学生心理健康教育具有启示意义。
