| 小学生调节聚焦对生活满意度的影响:压力应对方式的中介作用 |
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| 引用本文： | 邸妙词,刘儒德,高钦,王佳,魏军,唐铭. 小学生调节聚焦对生活满意度的影响:压力应对方式的中介作用[J]. 心理发展与教育, 2015, 31(3): 327-333. DOI: 10.16187/j.cnki.issn1001-4918.2015.03.10 |
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| 作者姓名： | 邸妙词 刘儒德 高钦 王佳 魏军 唐铭 |
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| 作者单位： | 1. 北京师范大学心理学院, 北京 100875;2. 应用实验心理北京市重点实验室, 北京 100875;3. 香港中文大学教育学院, 香港 |
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| 基金项目： | 国家科技支撑计划课题(2012BAI36B03). |
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| 摘 要： | 采用调节聚焦问卷、压力应对方式问卷和生活满意度问卷对北京市五所学校1174名小学生进行调查, 考察调节聚焦对小学生压力应对方式、生活满意度的影响, 并检验应对方式在调节聚焦和生活满意度之间的中介作用。结果发现:(1)促进定向对小学生生活满意度有显著正向预测作用, 预防定向对生活满意度有显著负向预测作用;(2)积极应对和促进定向更相关, 消极应对和预防定向更相关;(3)积极应对在促进定向和生活满意度之间起着完全中介的作用, 积极应对、消极应对均在预防定向和生活满意度之间起着部分中介的作用。
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| 关 键 词： | 小学生 调节聚焦 应对方式 生活满意度 |
Regulatory Focus and Life Satisfaction in Primary School Students:The Mediating Effect of Coping Style |
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| DI Miaoci,LIU Rude,GAO Qin,WANG Jia,WEI Jun,TANG Ming. Regulatory Focus and Life Satisfaction in Primary School Students:The Mediating Effect of Coping Style[J]. Psychological Development and Education, 2015, 31(3): 327-333. DOI: 10.16187/j.cnki.issn1001-4918.2015.03.10 |
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| Authors: | DI Miaoci LIU Rude GAO Qin WANG Jia WEI Jun TANG Ming |
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| Affiliation: | 1. School of Psychology, Beijing Normal University, Beijing 100875;2. Beijing Key Laboratory of Applied Experimental Psychology, Beijing 100875;3. Faculty of Education, The Chinese University of Hong Kong, Hong Kong |
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| Abstract: | The present study investigated the antecedent role of regulatory foci in elementary school students' life satisfaction and coping strategies in response to stressful situations. Regulatory foci, coping style, and life satisfaction were assessed by self-reported measures in a sample of 1174 Chinese elementary school students. The structural equation modeling results revealed that: (1) Promotion focus presented significantly positive effect on life satisfaction, whereas prevention focus presented significantly negative effect on life satisfaction. (2) Correlation analysis indicated that positive coping style more associated with promotion focus than prevention focus, while negative coping style more associated with prevention focus than promotion focus. (3) Positive coping style fully mediated the relationship between promotion focus and life satisfaction, and both coping styles partially mediated the relationship between prevention focus and life satisfaction. |
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| Keywords: | primary school students regulatory focus coping style life satisfaction |
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