Li Zhenyu, Li Qiong
Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China.
Academy of Plateau Science and Sustainability, People's Government of Qinghai Province & Beijing Normal University, Xining 810016, China.
Behav Sci (Basel). 2024 Feb 4;14(2):114. doi: 10.3390/bs14020114.
This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.
本研究旨在利用2018年在中国四个省市开展的国际学生评估项目（PISA）的数据，调查社会支持对处境不利学生心理韧性的影响。它特别关注学校归属感和情感体验的链式中介效应。为实现这一目标，该研究选取了2997名处境不利学生作为参与者，并采用路径分析来检验中介效应。结果表明，教师支持、家长支持、学校归属感和积极的情感体验对处境不利学生的心理韧性有显著的正向影响，而对失败的恐惧则对心理韧性有显著的负向影响。此外，教师和家长的支持通过学校归属感和积极情感体验的链式中介效应间接影响处境不利学生的心理韧性。同样，教师和家长的支持也通过学校归属感和对失败的恐惧的链式中介效应影响处境不利学生的心理韧性。为促进处境不利学生心理韧性的发展，建议教师和家长给予这些学生积极的关注和支持。同时，应通过加强心理健康教育，更加关注处境不利学生的心理健康。
