中国临床心理学杂志

师生关系和青少年内化问题:自尊的中介作用

作者：唐淼¹ 闫煜蕾¹ 王建平¹ 2

单位：1. 北京师范大学心理学院应用实验心理北京市重点实验室北京 100875
2. 首都医科大学北京 100088

分类号：R395.6

出版年,卷(期):页码：2016,24(6):1101-1104

摘要：

目的：探索青少年师生关系和内化问题的关系，考察自尊在师生关系与内化问题之间的中介作用。方法：采用师生关系量表、自尊量表、儿童焦虑情绪障碍筛查表和简化情绪量表对929名中学生进行测量。结果：师生关系中的亲密性、支持性和满意度维度均与内化问题呈负相关，而冲突性则与内化问题呈正相关。结构方程模型分析表明，假设模型（师生关系对内化问题的路径显著、自尊中介师生关系对内化问题的路径）拟合度良好（χ²/df=1.572，CFI=0.998，TLI=0.995，RMSEA=0.025，SRMR=0.010）。进一步通过中介分析发现自尊对师生关系和青少年内化问题之间的关系起部分中介作用（解释率为51.2%）。结论：自尊在师生关系对内化问题的影响中起重要作用，对于内化问题的干预可以通过改善师生关系，提高青少年自尊，进而有效改善内化问题。

Objective: To explore the relationship between teacher-student relationship and internalizing problems and the mediating role of self-esteem in such relationship in adolescents. Methods: A total of 912 middle school students were recruited to complete a series of questionnaires:Teacher-Student Relationship Scale(TSRS), Rosenberg Self-Esteem Scale (RSES), Screen for Child Anxiety Related Emotional Disorders(SCARED) and Short Mood and Feelings Questionnaire (SMFQ). Results: Intimacy and support satisfactory dimension of teacher-students relationship were negatively related with internalizing problems, while conflict dimension of teacher-students relationship was positively related with internalizing problems. Self-esteem served as mediating role between teacher-student relationship and internalizing problems(χ²/df=1.572, CFI=0.998, TLI=0.995, RMSEA=0.025, SRMR=0.010), which accounted for 51.2% of the total variance. Conclusion: Self-esteem is an important factor in influencing the effects of teacher-student relationship on the internalizing problems.

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