中国高职学生中教师支持与积极情绪的关系：拖延行为和人际帮助的多重中介作用
The relationship between teacher support and positive emotions in Chinese higher vocational students: multiple mediating effects of procrastination behavior and interpersonal assistance.
作者信息
Wang Junhui, Zhou Cheng, Song Qiming, Xu Fuxiao
机构信息
School of Early Childhood Education, Hangzhou Polytechnic, Hangzhou, China.
School of Public Administration, Nanjing Normal University, Nanjing, China.
出版信息
Front Psychol. 2023 Jun 27;14:1201864. doi: 10.3389/fpsyg.2023.1201864. eCollection 2023.
BACKGROUND
In China, more than 5 million students enter higher vocational colleges each year, and the positive emotions of their students merits much attention.
PURPOSE
This study aimed to explore the effect of teacher support on positive emotions among higher vocational students by further investigating the mediating role of procrastination behavior and interpersonal assistance.
METHODS
A questionnaire survey was conducted with 676 higher vocational students from Zhejiang Province, China. We used SPSS 26.0 for data analysis, which included correlation analysis, regression analysis and bootstrap-mediated effects tests.
RESULTS
Teacher support positively predicted positive emotions ( = 0.302, < 0.001) and interpersonal assistance ( = 0.170, < 0.001), while procrastination behavior negatively predicted interpersonal assistance ( = -0.161, < 0.001) and positive emotions ( = -0.088, < 0.01). Interpersonal assistance positively predicted positive emotions ( = 0.279, < 0.001). This study found that teacher support positively predicted positive emotions; either procrastination behavior or interpersonal assistance independently mediated the relationship between teacher support and positive emotions. These two variables (procrastination and interpersonal assistance) also acted as a chain mediator between teacher support and positive emotions. The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect.
CONCLUSION
The study deeply explored the effects of teacher support on positive emotions among Chinese higher vocational students and found that teacher support plays an important role in positive emotion management. At the same time, we found the key roles played by procrastination behavior and interpersonal assistance between teacher support and positive emotion, which could provide data support and decision-making reference for enhancing higher education students' well-being and positive emotions. This study can be regarded as a case study of social support theory and demonstrates the applicability of the theory in the field of positive emotions of higher vocational students.
背景
在中国，每年有超过500万学生进入高等职业院校，其学生的积极情绪值得高度关注。
目的
本研究旨在通过进一步考察拖延行为和人际帮助的中介作用，探讨教师支持对高等职业院校学生积极情绪的影响。
方法
对来自中国浙江省的676名高等职业院校学生进行问卷调查。我们使用SPSS 26.0进行数据分析，包括相关分析、回归分析和Bootstrap中介效应检验。
结果
教师支持正向预测积极情绪（β = 0.302，p < 0.001）和人际帮助（β = 0.170，p < 0.001），而拖延行为负向预测人际帮助（β = -0.161，p < 0.001）和积极情绪（β = -0.088，p < 0.01）。人际帮助正向预测积极情绪（β = 0.279，p < 0.001）。本研究发现，教师支持正向预测积极情绪；拖延行为或人际帮助独立中介教师支持与积极情绪之间的关系。这两个变量（拖延和人际帮助）也在教师支持与积极情绪之间起到链式中介作用。教师支持的直接效应和人际帮助的中介作用影响更大。
结论
本研究深入探讨了教师支持对中国高等职业院校学生积极情绪的影响，发现教师支持在积极情绪管理中发挥着重要作用。同时，我们发现了拖延行为和人际帮助在教师支持与积极情绪之间所起的关键作用，这可为提高高等教育学生的幸福感和积极情绪提供数据支持和决策参考。本研究可视为社会支持理论的一个案例研究，并证明了该理论在高等职业院校学生积极情绪领域的适用性。
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