Ainslie R C, Shafer A, Reynolds J
Department of Educational Psychology, University of Texas, Austin 78712, USA.
Adolescence. 1996 Winter;31(124):913-24.
This study examined four variables (sense of control, perceived social support, degree of achievement motivation, and experienced satisfaction) hypothesized to mediate or buffer adolescents from the negative impact of academic and social stressors. The subjects were 61 high school students enrolled in a college preparatory setting with high academic standards and 63 of their parents. Students and parents were asked to rate student responses to stress that is related to both academic and nonacademic activities. Student-reported Control, Support, and Achievement Motivation were found to be strongly related to reported stress levels, although only Control and Achievement were entered in the full model of a stepwise regression analysis. Differences in the sample in terms of boarding versus day-student status, as well as differences between male and female student reports were examined.
本研究考察了四个变量（控制感、感知到的社会支持、成就动机程度和体验到的满意度），这些变量被假设为可调节或缓冲青少年免受学业和社会压力源的负面影响。研究对象是61名就读于学术标准较高的大学预科班的高中生及其63名家长。学生和家长被要求对学生在与学业和非学业活动相关的压力方面的反应进行评分。尽管在逐步回归分析的完整模型中仅纳入了控制感和成就动机，但研究发现，学生报告的控制感、支持感和成就动机与报告的压力水平密切相关。研究还考察了寄宿生与走读生身份在样本中的差异，以及男女学生报告之间的差异。
