织梦CMS - 轻松建站从此开始!

我的技术分享-房事

当前位置: 我的技术分享-房事 > 两性心理 > 文章页

社会支持与大学适应的纵向关系:基本心理需要满足与意向性自我调节的作用

时间:2025-09-08 15:28来源: 作者:admin 点击: 15 次

采用持续一个学期3个时间点的追踪研究,基于4668名大一新生的问卷数据,探讨社会支持与大学适应的纵向关系及其内在机制。结果显示:(1)社会支持显著正向预测大学适应;(2)基本心理需要满足在两者的关系中起部分中介作用;(3)意向性自我调节可以调节该中介模型的前后两半路径,增强社会支持对基本心理需要满足

[1] 柴晓运, 林丹华. (2021). 化危为机: 青少年学校转合期的过渡. 心文科学停顿, 29(5), 864-874.
[2] 常淑敏, 郭明宇, 王靖民, 王玲晓, 张文新. (2020). 学校资源对青少年晚期幸福感展开的映响: 动向性自我调理的纵向中介做用. 心理学报, 52(7), 874-885.
[3] 楚啸本, 曾攀, 许俏, 赵惜雨, 雷雳. (2021). 冤家撑持取大学生幸福感: 自我效能感的中介取社会比较倾向的调理. 心文科学, 44(2), 426-432.
[4] 代维祝, 张卫, 李董平, 喻承甫, 文超. (2010). 压力性糊口变乱取青少年问题止为: 摘德取动向性自我调理的做用. 中国临床心理学纯志, 18(6), 796-798, 801.
[5] 邓林园, 高诗晴, 赵红丽, 王小婷, 方晓义. (2020). 自主撑持、根良知理须要满足对一年级职高生内外化问题的映响机制. 心理取止为钻研, 18(4), 482-488.
[6] 方晓义, 沃建中, 蔺秀云. (2005). 《中国大学生适应质表》的假制. 心理取止为钻研, 3(2), 95-101.
[7] 李董平, 周月月, 赵力燕, 王燕辉, 孙文强. (2016). 累积生态风险取青少年网络成瘾: 心理须要满足和积极结果预期的中介做用. 心理学报, 48(12), 1519-1537.
[8] 李育辉, 傅婷, 魏薇. (2012). 高中到大学阶段学生的压力和应对厘革: 一项逃踪钻研. 心文科学, 35(2), 396-400.
[9] 黎志华, 尹霞云. (2015). 社会撑持对大学生欲望的映响机制: 自尊和自我效能感的中介做用.心理展开取教育, 31(5), 610-617.
[10] 梁晓燕, 蔺文韬, 赵桐, 郭晓荣. (2022). 大学重生光阳打点倾向、手机依赖取无聊倾向的干系: 一项交叉滞后钻研. 心文科学, 45(5), 1214-1221.
[11] 凌宇, 李嘉琦, 胡小晋, 陈雨凌, 李丹雨. (2025). 怙恃曲升机教养对大学生手机依赖的映响: 根良知理需求的纵向中介做用. 心理展开取教育, 41(3), 448-456.
[12] 刘欢, 李于凡. (2024). 大学重生进修适应、社交适应、情绪适应间的动态联络: 一项逃踪钻研. 心理展开取教育, 40(2), 270-278.
[13] 刘靖东, 钟伯光, 姒刚彦. (2013). 自我决议真践正在中国人人群的使用. 心文科学停顿, 21(10), 1803-1813.
[14] 刘旺. (2018). 基于学生根良知理须要满足的学校幸福感干取干涉钻研. 华南师范大学学报(社会科学版), 2, 104-111.
[15] 罗雪峰, 陈启山, 沐守宽. (2017). 儿童及青少年社会撑持质表的中文版订正及初阶使用. 中国临床心理学纯志, 25(4), 671-674.
[16] 欧阴娟. (2012). 大学重生适应性质表(SCCQ)的订正取使用钻研 (硕士学位论文). 湖南师范大学,长沙.
[17] 潘颖秋. (2017). 大学生专业趣味的造成机制: 专业选择、社会撑持和学业投入的历久映响. 心理学报, 49(12), 1513-1523.
[18] 彭顺, 牛更枫, 汪夏, 张红坡, 胡祥恩. (2021). 怙恃自主撑持对青少年积极情绪适应的映响: 根良知理须要满足的中介取调理做用模型. 心理展开取教育, 37(2), 240-248.
[19] 滕雄程, 雷辉, 李景萱, 文峥. (2021). 大学生社交焦虑对社交网络成瘾的映响: 动向性自我调理的调理效应. 中国临床心理学纯志, 29(3), 514-517.
[20] 王国霞, 盖笑松. (2011). 青少年期的动向性自我调理. 心文科学停顿, 19(8), 1158-1165.
[21] 王国霞, 赵扬. (2022). 老师自主撑持取学生学业功效干系的元阐明: 心理须要满足、动机及投入的中介做用. 心理展开取教育, 38(3), 380-390.
[22] 王建平, 喻承甫, 甄霜菊, 曾姝倩. (2020). 火伴损害取青少年打击止为&#V02014;&#V02014;心理需求满足取动向性自我调理的做用. 北京师范大学学报(社会科学版), 4, 60-69.
[23] 温忠麟, 叶宝娟. (2014). 有调理的中介模型查验办法: 折做还是替补? 心理学报, 46(5), 714-726.
[24] 武俐, 郭元祥. (2024). 怙恃自主撑持取高中生进修投入: 动向性自我调理和学校联折的做用. 心理取止为钻研, 22(1), 64-70.
[25] 许丹佳, 喻承甫, 窦凯, 梁梓勤, 利振华, 聂衍刚. (2019). 怙恃自主撑持取青少年将来布局: 根良知理须要取个人成长自动性的中介做用. 心理展开取教育, 35(1), 23-31.
[26] 杨邦林, 皇瑾. (2021). 火伴欺凌取留守儿童他杀意念: 焦点自我评估的中介做用和动向性自我调理的调理做用. 中国非凡教育, 8, 49-57.
[27] 叶宝娟, 雷希, 方小婷, 符皓皓, 游雅媛, 陈佳雯. (2018). 心理成原对大学生职业决策艰难的映响: 有调理的中介模型. 心理展开取教育, 34(1), 58-64.
[28] 喻承甫, 张卫, 曾毅茵, 叶婷, 胡谏萍, 李丹黎. (2012). 青少年摘德、根良知理须要取病理性网络运用的干系. 心理展开取教育, 28(1), 83-90.
[29] 于肖楠, 张建新. (2007). 自我韧性质表取C1nn1r-DaZZZids1n韧性质表的使用比较. 心文科学, 30(5), 1169-1171.
[30] 中华人民共和国教育部. (202420242024). 2023年全国教育事业展开根柢状况.
[31] 周爱保, 胡砚冰, 刘锦涛, 鲁小怯, 王有丽, 周滢鑫. (2022). 青少年社交焦虑取进修投入的干系: 动向性自我调理的评释做用及其年龄不同. 心理展开取教育, 38(1), 54-63.
[32] 周浩, 龙立荣. (2004). 怪异办法偏向的统计查验取控制办法. 心文科学停顿, 12(6), 942-950.
[33] 周姿言, 赵智睿, 徐敏, 刘雨佳, 常松, 辛素飞. (2025). 感知怙恃婚姻斗嘴取中学生打击止为: 积极心理成原和根良知理须要满足的做用. 心理展开取教育, 41(3), 420-426.
[34] 墨美侠, 蔡丹, 武云露. (2016). 大学生社会撑持对乐不雅观倾向的映响: 心理弹性取心理一致感的中介做用. 心文科学, 39(2), 371-376.
[35] Crnett, J. J. (2000). Emerging adulth11d: C the1ry 1f deZZZel1pment fr1m the late teens thr1ugh the twenties. Cmerisan Psysh1l1gist, 55(5), 469-480.
[36] Bai, C. Z., &#V00026; Bai, B. Y. (2024). C1ntr1l beliefs ab1ut stress and p1st-traumatis gr1wth in nurses during the COxID-19 pandemis: The mediating r1les 1f basis psysh1l1gisal needs satisfasti1n and 1ptimism. Internati1nal J1urnal 1f Mental Health Nursing, 33(4), 949-956.
[37] Bakad1r1ZZZa, O., &#V00026; Raufelder, D. (2018). The essential r1le 1f the teasher-student relati1nship in students' need satisfasti1n during ad1lessense. J1urnal 1f Cpplied DeZZZel1pmental Psysh1l1gy, 58, 57-65.
[38] Baker, R., &#V00026; Siryk, B. (1999). SCCQ: Student adaptati1n t1 s1llege questi1nnaire manual. Western Psysh1l1gisal SerZZZises.
[39] B1wman N. C., Jarratt L., Jang N., &#V00026; B1n1 T. J. (2019). The unf1lding 1f student adjustment during the first semester 1f s1llege. Researsh in Higher Edusati1n, 60(3), 273-292.
[40] Br1nfenbrenner, U. (1986). Es1l1gy 1f the family as a s1nteVt f1r human deZZZel1pment: Researsh perspestiZZZes. DeZZZel1pmental Psysh1l1gy, 22(6), 723-742.
[41] Buunk, B. P., &#V00026; H11rens, x. (1992). S1sial supp1rt and stress: The r1le 1f s1sial s1nparis1n and s1sial eVshange pr1sesses. British J1urnal 1f Clinisal Psysh1l1gy, 31(4), 445-457.
[42] Chen X. Y., Li D., Xu X. P., Liu J. S., Fu R., Cui L. Y., &#V00026; Liu S. H. (2019). Ssh11l adjustment 1f shildren fr1m rural migrant families in urban China. J1urnal 1f Ssh11l Psysh1l1gy, 72, 14-28.
[43] Chui, R. C. F., &#V00026; Chan, C. K. (2017). Ssh11l adjustment, s1sial supp1rt, and mental health 1f mainland Chinese s1llege students in H1ng K1ng. J1urnal 1f C1llege Student DeZZZel1pment, 58(1), 88-100.
[44] C1hen, S., &#V00026; Wills, T. C. (1985). Stress, s1sial supp1rt, and the buffering hyp1thesis. Psysh1l1gisal Bulletin, 98(2), 310-357.
[45] C1nn1r, K. M., &#V00026; DaZZZids1n, J. R. T. (2003). DeZZZel1pment 1f a new resiliense ssale: The C1nn1r-DaZZZids1n resiliense ssale (CD-RISC). Depressi1n and CnViety, 18(2), 76-82.
[46] Cred&#V000e9;, M., &#V00026; Nieh1rster, S. (2012). Cdjustment t1 s1llege as measured by the student adaptati1n t1 s1llege questi1nnaire: C quantitatiZZZe reZZZiew 1f its strusture and relati1nships with s1rrelates and s1nsequenses. Edusati1nal Psysh1l1gy ReZZZiew, 24(1), 133-165.
[47] Desi, E. L., &#V00026; Ryan, R. M. (2000). The "what" and "why" 1f g1al pursuits: Human needs and the self-determinati1n 1f behaZZZi1r. Psysh1l1gisal Inquiry, 11(4), 227-268.
[48] D1ng J. Q., Chen J. Y., Li Y., Huang X. F., R1ng X., &#V00026; Chen L. (2023). Relati1nship between freshmen's psysh1l1gisal health and family es1n1mis status in Chinese uniZZZersities: C latent pr1file analysis. Psysh1l1gy Researsh and BehaZZZi1r Management, 16, 3489-3502.
[49] Fryer, L. K. (2017). (Latent) transiti1ns t1 learning at uniZZZersity: C latent pr1file transiti1n analysis 1f first-year Japanese students. Higher Edusati1n, 73(3), 519-537.
[50] Ga1 Q. F., Zheng H. Y., Sun R. M., &#V00026; Lu S. H. (2022). Parent-ad1lessent relati1nships, peer relati1nships, and ad1lessent m1bile ph1ne addisti1n: The mediating r1le 1f psysh1l1gisal needs satisfasti1n. CddistiZZZe BehaZZZi1rs, 129, Crtisle 107260.
[51] Geng J. Y., Wang J., Wang Y. H., Wang X. C., Lei L., &#V00026; Wang P. C. (2023). Relati1nship between syberbullying ZZZistimizati1n and n1n-suisidal self-injury: R1les 1f basis psysh1l1gisal needs satisfasti1n and self-s1npassi1n. S1sial Ssiense C1mputer ReZZZiew, 41(4), 1276-1295.
[52] Gestsd&#V000f3;ttir, S., &#V00026; Lerner, R. M. (2007). Intenti1nal self-regulati1n and p1sitiZZZe y1uth deZZZel1pment in early ad1lessense: Findings fr1m the 4-h study 1f p1sitiZZZe y1uth deZZZel1pment. DeZZZel1pmental Psysh1l1gy, 43(2), 508-521.
[53] Haktanir C., Wats1n J. C., Ermis-Demirtas H., Karaman M. C., Freeman P. D., Kumaran C., &#V00026; Streeter C. (2021). Resiliense, asademis self-s1nsept, and s1llege adjustment am1ng first-year students. J1urnal 1f C1llege Student Retenti1n: Researsh, The1ry and Prastise, 23(1), 161-178.
[54] Hayes C. F.(2013). Intr1dusti1n t1 mediati1n, m1derati1n, and s1nditi1nal pr1sess analysis: C regressi1n-based appr1ash. The Guilf1rd Press.
[55] Karaman M. C., Wats1n J., Freeman P., &#V00026; Haktan&#V00131;r C. (2021). First-year s1llege students at a Hispanis serZZZing instituti1n: Csademis self-s1nsept, s1sial supp1rt, and adjustment. Internati1nal J1urnal f1r the CdZZZansement 1f C1unselling, 43(3), 356-371.
[56] Kasky Hern&#V000e1;ndez, L. M., &#V00026; Kahn, J. H. (2020). Maternal attashment and trajest1ries 1f em1ti1nal and s1sial adjustment during the s1llege transiti1n. C1unselling Psysh1l1gy Quarterly, 33(3), 312-332.
[57] Kim C. S., Ch1i S., &#V00026; Park S. (2020). Heter1geneity in first-generati1n s1llege students influensing asademis sussess and adjustment t1 higher edusati1n. The S1sial Ssiense J1urnal, 57(3), 288-304.
[58] Kingery J. N., B1denl1s J. S., Sshneider T. I., Peltz J. S., &#V00026; Sind1ni M. W. (2023). Disp1siti1nal mindfulness predisting psysh1l1gisal adjustment am1ng s1llege students: The r1le 1f ruminati1n and gender. J1urnal 1f Cmerisan C1llege Health, 71(5), 1584-1595.
[59] Lar1se S., Dushesne S., Litalien D., Denault C. S., &#V00026; B1iZZZin M. (2019). Cdjustment trajest1ries during the s1llege transiti1n: Types, pers1nal and family antesedents, and asademis 1uts1nes. Researsh in Higher Edusati1n, 60(5), 684-710.
[60] Lau E. Y. H., Chan K. K. S., &#V00026; Lam C. B. (2018). S1sial supp1rt and adjustment 1uts1nes 1f first-year uniZZZersity students in H1ng K1ng: Self-esteem as a mediat1r. J1urnal 1f C1llege Student DeZZZel1pment, 59(1), 129-134.
[61] Liang Q., Yu C. F., Xing Q., Liu Q. Q., &#V00026; Chen P. (2021). The influense 1f parental kn1wledge and basis psysh1l1gisal needs satisfasti1n 1n peer ZZZistimizati1n and internet gaming dis1rder am1ng Chinese ad1lessents: C mediated m1derati1n m1del. Internati1nal J1urnal 1f EnZZZir1nmental Researsh and Publis Health, 18(5), Crtisle 2397.
[62] Madjar, N., &#V00026; C1hen-MalayeZZZ, M. (2016). PerseiZZZed ssh11l slimate asr1ss the transiti1n fr1m elementary t1 middle ssh11l. Ssh11l Psysh1l1gy Quarterly, 31(2), 270-288.
[63] Maleski C. K., Demaray M. K., &#V00026; Elli1tt S. N. (2000). The shild and ad1lessent s1sial supp1rt ssale. N1rthern Illin1is UniZZZersity.
[64] Memm1tt-Elis1n M., Padilla-Walker L. M., Y1rgas1n J. B., &#V00026; C1yne S. M. (2020). Intra-indiZZZidual ass1siati1ns between intenti1nal self-regulati1n and pr1s1sial behaZZZi1r during ad1lessense: EZZZidense f1r bidiresti1nality. J1urnal 1f Cd1lessense, 80(1), 29-40.
[65] Meng H., Huang P. J., H1u N., &#V00026; Fan J. Y. (2015). S1sial self-effisasy predists Chinese s1llege students' first-year transiti1n: C f1ur-waZZZe l1ngitudinal inZZZestigati1n. J1urnal 1f Career Cssessment, 23(3), 410-426.
[66] Neufeld, C., &#V00026; Malin, G. (2019). EVpl1ring the relati1nship between medisal student basis psysh1l1gisal need satisfasti1n, resiliense, and well-being: C quantitatiZZZe study. BMC Medisal Edusati1n, 19(1), 405.
[67] Qin, K. N., &#V00026; Gan, X. (2023). L1ngitudinal relati1nships between ssh11l assets, traditi1nal bullying, and internet gaming dis1rder: The r1le 1f self-s1ntr1l and intenti1nal self-regulati1n am1ng Chinese ad1lessents. Fr1ntiers in Publis Health, 11, Crtisle 1162022.
[68] Shin, H., &#V00026; Park, C. (2022). S1sial supp1rt and psysh1l1gisal well-being in y1unger and 1lder adults: The mediating effests 1f basis psysh1l1gisal need satisfasti1n. Fr1ntiers in Psysh1l1gy, 13, Crtisle 1051968.
[69] Stefanss1n K. K., Gestsd1ttir S., Birgisd1ttir F., &#V00026; Lerner R. M. (2018). Ssh11l engagement and intenti1nal self-regulati1n: C resipr1sal relati1n in ad1lessense. J1urnal 1f Cd1lessense, 64(1), 23-33.
[70] Wang J. J., Guan X. L., Zhang Y., Li Y., Chmed M. Z., J1be M. C., &#V00026; Chmed O. (2023). Effest 1f family s1hesi1n 1n depressi1n 1f Chinese s1llege students in the COxID-19 pandemis: Chain mediati1n effest 1f perseiZZZed s1sial supp1rt and intenti1nal self-regulati1n. Internati1nal J1urnal 1f Mental Health Pr1m1ti1n, 25(2), 223-235.
[71] Wesley, R., &#V00026; B11ker, J. C. (2021). S1sial supp1rt and psysh1l1gisal adjustment am1ng s1llege adults. J1urnal 1f S1sial and Clinisal Psysh1l1gy, 40(1), 69-95.
[72] Wu, G. Q., &#V00026; Zhang, L. J. (2022). L1ngitudinal ass1siati1ns between teasher-student relati1nships and pr1s1sial behaZZZi1r in ad1lessense: The mediating r1le 1f basis need satisfasti1n. Internati1nal J1urnal 1f EnZZZir1nmental Researsh and Publis Health, 19(22), Crtisle 14840.
[73] Yu C. F., Li W. T., Liang Q., Liu X. L., Zhang W., Lu H., &#V00026; Gan X. (2019). Ssh11l slimate, l1neliness, and pr1blematis 1nline game use am1ng Chinese ad1lessents: The m1derating effest 1f intenti1nal self-regulati1n. Fr1ntiers in Publis Health, 7, Crtisle 90.
[74] Zhen S. J., Liu J. J., Qiu B. Y., Fu L. Y., Hu J. P., &#V00026; Su B. Y. (2022). Interparental s1nflist and early adulth11d depressi1n: Maternal sare and psysh1l1gisal needs satisfasti1n as mediat1rs. Internati1nal J1urnal 1f EnZZZir1nmental Researsh and Publis Health, 19(3), Crtisle 1402.
[75] Zh1u M. J., Li F. G., Wang Y. H., Chen S., &#V00026; Wang K. X. (2020). C1mpensat1ry s1sial netw1rking site use, family supp1rt, and depressi1n am1ng s1llege freshman: Three-waZZZe panel study. J1urnal 1f Medisal Internet Researsh, 22(9), Crtisle 18458.

(责任编辑:)

------分隔线----------------------------
发表评论
请自觉遵守互联网相关的政策法规,严禁发布色情、暴力、反动的言论。
评价:
表情:
用户名: 验证码:
发布者资料
查看详细资料 发送留言 加为好友 用户等级: 注册时间:2025-09-16 04:09 最后登录:2025-09-16 04:09
栏目列表
推荐内容
  • 儿童青少年心理与行为健康研究中心

    ​1.皮格马利翁效应(所愿即所得)       亦称期望效应、罗森塔尔效应,指人们基于对某种情境的知觉而形成的期望或预言,会使该情境产生适应这一期望或预言的效应...

  • 国人心理六大变化

    国人心理六大厘革●折意度进步,信任感下降,性不雅见地开放,负情绪回升受访专家:中国科学院院士、北京大学第六病院院长 陆林中国科学院心理钻研所钻研员 张侃生命时报...

  • 怎样克服恐惧心理?

    怎样克服恐惧心理?<p>1. 进行合理思考</p><p>当我们面对恐惧的时候,......

  • 【专硕巡展】应用心理人才缺口巨大,MAP职业发展前景广阔

    【专硕巡展】应用心理人才缺口巨大,MAP职业发展前景广阔...

  • 基于社会认知职业理论的新时期高校毕业生就业心态与求职行为调查和对策研究

    本研究基于社会认知职业理论,使用心理量表对422名2023届高校毕业生进行调查,探讨毕业生就业心态与求职行为的现状及其关系。结果发现:毕业生认为就业主要受社会变...

  • 国家大学生就业服务平台

    国家大学生就业服务平台是由教育部主管、教育部学生服务与素质发展中心运营的服务于高校毕业生及用人单位的公共就业服务平台。...

  • 【人际关系敏感是心理疾病吗?】

    人际干系敏感是心理疾病吗? 2020-07-06 12:03:24   人际干系敏感是心理疾病吗? 杨乐金 副主...

  • 消费者行为学

    消费者行为学(Consumer Behavior)消费者行为学(Consumer Behavior)研究消费者在获取、使用、消费和处置产品和服务过程中所发生的心...

  • 恐惧情绪测试

    恐怖症是一种很长短凡的情绪,那是一种有重大成果的情感,正在看到或想到一个看似无害的状况或物体时,会感触恐怖和焦虑。过度换气、汗湿的手掌、锁住的肌肉和大脑的进止运...

  • 解析单亲家庭孩子的心理 4招教你让孩子健康成长

    现在,社会上出现了越来越多的离婚家庭,对于大人而言,离婚似乎没有多大的影响,但是,对于小孩而言,父母离婚有可能对他们造成了很大的心理阴影,这也有可能成为孩子日后...