中学生自我调节学习与心理健康：学业控制感和人际关系的作用

研究旨在探讨自我调节学习对心理健康的作用机制，以558名中学生为被试，采用问卷调查的方法，构建了学业控制感在自我调节学习和心理健康之间的中介以及人际关系的调节模型。结果表明：（1）在控制性别、年级后，自我调节学习能有效预测学生的心理健康，学业控制感在自我调节学习和心理健康之间起部分中介作用；（2）人际关系在自我调节学习和心理健康之间具有调节作用，具体表现为对于低自我调节学习个体，高人际关系对心理健康的积极影响显著高于低人际关系，而对于高自我调节学习个体而言，高低人际关系对心理健康的影响不显著。

Self-Regulated Learning and Mental Health of Middle School Students: The Role of Academic Control and Interpersonal Relationships

The present study explored the mechanism of the role of self-regulated learning in mental health. Questionnaires were conducted among 558 middle school students. The mediating role of perceived academic control and the moderating role of interpersonal relationship between self-regulated learning and mental health were discussed. The results showed that: 1) After controlling gender and grade, self-regulated learning could effectively predict students’ mental health; perceived academic control played a partial mediating role between self-regulated learning and mental health. 2) Interpersonal relationship played a moderating role between self-regulated learning and mental health. High level interpersonal relationship had significant moderating effect between low level self-regulated learning and mental health, but it had no significant moderating effect between high level self-regulation learning and mental health.