Xue Meijuan, Cong Beile, Ye Yiduo
Psychological Counseling Center, Shanghai Lida University, Shanghai, China.
College of Psychology, Fujian Normal University, Fuzhou, Fujian, China.
Front Psychol. 2023 Jan 12;13:1041969. doi: 10.3389/fpsyg.2022.1041969. eCollection 2022.
High school is a critical time for individual development, during which significant physical and mental changes related to puberty occur. Therefore, high school students' mental health requires more attention from schools, families, and society. Our study explored high school students' present status and family functioning characteristics, psychological capital, cognitive-emotion regulation, and life satisfaction by surveying 917 students in China. Data were analysed using independent sample -tests, one-way analysis of variance, regression analysis, structural equation modelling, and path analysis. Our results showed that family function was positively correlated with life satisfaction, psychological capital, and positive emotion regulation strategies. Negative emotion regulation strategies were inversely correlated with these variables. The variable of cognitive emotion regulation has two dimensions, and . Cognitive-emotional regulation and psychological capital had sequential mediating effects between family function and life satisfaction. The results of this study offer new explanations for the mechanisms of family functioning on life satisfaction, how family functioning affects life satisfaction cognitive-emotional regulation and psychological capital, and have some implications for family parenting. It also provides critical theoretical and practical guidance for schools to emphasise the use of positive cognitive-emotional regulation and the development of students' psychological capital levels in teaching and learning, thereby improving individual life satisfaction further. These findings highlight the importance of considering emotion regulation strategies and psychological capital when determining students' life satisfaction, and ensuring a healthy family environment.
高中是个人发展的关键时期，在此期间会发生与青春期相关的重大身心变化。因此，高中生的心理健康需要学校、家庭和社会给予更多关注。我们的研究通过对中国917名学生进行调查，探讨了高中生的现状、家庭功能特征、心理资本、认知情绪调节和生活满意度。使用独立样本t检验、单因素方差分析、回归分析、结构方程建模和路径分析对数据进行了分析。我们的结果表明，家庭功能与生活满意度、心理资本和积极情绪调节策略呈正相关。消极情绪调节策略与这些变量呈负相关。认知情绪调节变量有两个维度，即[此处原文缺失两个维度的具体内容]。认知情绪调节和心理资本在家庭功能与生活满意度之间具有顺序中介效应。本研究结果为家庭功能对生活满意度的作用机制、家庭功能如何通过认知情绪调节和心理资本影响生活满意度提供了新的解释，并对家庭养育具有一定的启示意义。它还为学校在教学中强调使用积极的认知情绪调节和发展学生的心理资本水平，从而进一步提高个体生活满意度提供了关键的理论和实践指导。这些发现凸显了在确定学生生活满意度时考虑情绪调节策略和心理资本以及确保健康家庭环境的重要性。
