Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and under...Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and undermining the selfconfidence and motivation of high school students.Using acceptance-rejection theory,this study elucidated how a rejective parenting style affects Chinese high school students’academic anxiety and explored the urban-rural heterogeneity of this relationship.Methods:Data were analyzed using a stratified whole-cluster random sampling method.There are a total of 30,000 high school students in the three regions of northern and central China(from Shanxi,Hebei and Henan).A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation,which was conducted at the beginning of the 2023 school year.Pearson correlation,ordinary least squares(OLS)regression analysis,path analysis,and Fisher’s permutation test(FPT)were used to examine the effects of rejective parenting style on high school students’academic anxiety.Results:Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students(β=0.815,t=116.211,p<0.001).Students’self-concept was significantly positively related to positive coping style(β=0.424,t=21.208,p<0.001)and chain-mediated this relationship.Therefore,this parenting style may indirectly mitigate academic anxiety through these mediators.The study also found that the effect of rejective parenting style on academic anxiety varied by students’residential background and was more pronounced in urban areas(0.226)than in rural areas(0.130).Conclusion:The research underscores the imperative for Chinese families to reexamine their utilization of rejection parenting and to prioritize the cultivation of students’intrinsic attributes.These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions.In particular,greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students,and prompt guidance should be furnished.展开更多
This study explored how perceived social support(PSS)influences the sense of meaning in life(SML)among rural college students,considering positive coping styles(PCS)as a mediator and psychological resilience(PR)as a m...This study explored how perceived social support(PSS)influences the sense of meaning in life(SML)among rural college students,considering positive coping styles(PCS)as a mediator and psychological resilience(PR)as a moderator.1444 college students(females;23.55%only child;M_(age)=19.76 years,SD=1.07;76.66%)were recruited from Jilin province in China.The college students self-reported their perceived social support and positive coping styles,psychological resilience,and sense of meaning in life.The results indicated that higher perceived social support predicted higher college students’sense of meaning in life.Perceived social support positively contributes to college students’sense of meaning in life through the mediating role of positive coping styles.Psychological resilience moderates the first path of the indirect association,where the positive effect of perceived social support on positive coping styles is more pronounced in college students with higher psychological resilience compared to those with lower psychological resilience.These align with Social Support Theory and Psychological Resilience Theory.That is,individuals with effective social support systems can enhance their positive coping styles,thereby increasing their sense of meaning in life,while psychological resilience strengthens the positive impact of perceived social support on positive coping styles.These findings offer the evidence for intervening and supporting the development of college students’sense of meaning in life.To enhance rural college students’sense of meaning in life,it is essential to establish a comprehensive social support system,promote the development of positive coping styles,and provide targeted training to strengthen psychological resilience.展开更多
Objective:This study aimed to explore the mediating role of self-efficacy on the relationship between risk perception and the coping behavior of the elderly during the coronavirus disease 2019(COVID-19)pandemic.Method...Objective:This study aimed to explore the mediating role of self-efficacy on the relationship between risk perception and the coping behavior of the elderly during the coronavirus disease 2019(COVID-19)pandemic.Methods:The study employed the convenience sampling method to select a total of 550 elderly from Chongqing,Chengdu and Luohe in China.A questionnaire composed of the perception scale,self-efficacy scale,and coping behavior scale was used to collect data.Results:Risk perception exerted a significantly direct effect on positive coping behavior and avoidant coping behavior.Moreover,it positively predicted the components of self-efficacy.In turn,self-efficacy positively predicted the components of positive coping behavior,which confirm that it plays a partial mediating role in the relationship between risk perception and positive coping behavior.Moreover,self-efficacy negatively predicted the components of avoidant coping behavior,which confirms that it also plays a partial mediating role in the relationship between risk perception and avoidant coping behavior.Conclusion:A simple mediation model revealed that self-efficacy partially mediated the direct and indirect effects of risk perception on coping behavior.Based on the results,the study recommended several countermeasures and suggestions for enhancing the positive coping behavior of the elderly during the COVID-19 pandemic.展开更多
基金funded by the Key Discipline Construction Project of the Liaoning Provincial Social Science Planning Fund(grant ID:L24ZD042)。
文摘Background:The phenomenon of academic anxiety has been demonstrated to exert a considerable influence on students’academic engagement,leading to the emergence of a phenomenon known as“learned helplessness”and undermining the selfconfidence and motivation of high school students.Using acceptance-rejection theory,this study elucidated how a rejective parenting style affects Chinese high school students’academic anxiety and explored the urban-rural heterogeneity of this relationship.Methods:Data were analyzed using a stratified whole-cluster random sampling method.There are a total of 30,000 high school students in the three regions of northern and central China(from Shanxi,Hebei and Henan).A sample of 2286 high school students aged 14–19 years was ultimately selected from 2760 respondents for this investigation,which was conducted at the beginning of the 2023 school year.Pearson correlation,ordinary least squares(OLS)regression analysis,path analysis,and Fisher’s permutation test(FPT)were used to examine the effects of rejective parenting style on high school students’academic anxiety.Results:Results indicated a significant positive predictive effect between rejective parenting style and academic anxiety among high school students(β=0.815,t=116.211,p<0.001).Students’self-concept was significantly positively related to positive coping style(β=0.424,t=21.208,p<0.001)and chain-mediated this relationship.Therefore,this parenting style may indirectly mitigate academic anxiety through these mediators.The study also found that the effect of rejective parenting style on academic anxiety varied by students’residential background and was more pronounced in urban areas(0.226)than in rural areas(0.130).Conclusion:The research underscores the imperative for Chinese families to reexamine their utilization of rejection parenting and to prioritize the cultivation of students’intrinsic attributes.These findings offer a theoretical framework and practical evidence for policymakers and educators to develop efficacious and targeted interventions.In particular,greater attention should be directed towards the discrepancies in the manifestation of emotional and academic anxiety between urban and rural students,and prompt guidance should be furnished.
文摘This study explored how perceived social support(PSS)influences the sense of meaning in life(SML)among rural college students,considering positive coping styles(PCS)as a mediator and psychological resilience(PR)as a moderator.1444 college students(females;23.55%only child;M_(age)=19.76 years,SD=1.07;76.66%)were recruited from Jilin province in China.The college students self-reported their perceived social support and positive coping styles,psychological resilience,and sense of meaning in life.The results indicated that higher perceived social support predicted higher college students’sense of meaning in life.Perceived social support positively contributes to college students’sense of meaning in life through the mediating role of positive coping styles.Psychological resilience moderates the first path of the indirect association,where the positive effect of perceived social support on positive coping styles is more pronounced in college students with higher psychological resilience compared to those with lower psychological resilience.These align with Social Support Theory and Psychological Resilience Theory.That is,individuals with effective social support systems can enhance their positive coping styles,thereby increasing their sense of meaning in life,while psychological resilience strengthens the positive impact of perceived social support on positive coping styles.These findings offer the evidence for intervening and supporting the development of college students’sense of meaning in life.To enhance rural college students’sense of meaning in life,it is essential to establish a comprehensive social support system,promote the development of positive coping styles,and provide targeted training to strengthen psychological resilience.
基金the Ethics Committee of the Sichuan Institute of Industrial Technology(Decision No:GYKJ2020/058).the Sichuan Research Center for Mental Health Education Program(XLJKJY2004B)+2 种基金the Sichuan Research Center for Applied Psychology Program(CSXL-202A01)the Primary Health Development Research Center of Sichuan Province Program(SWFZ20-Q-041)the College Students’Innovation and Entrepreneurship Training Program of Sichuan Province(S202013816298).
文摘Objective:This study aimed to explore the mediating role of self-efficacy on the relationship between risk perception and the coping behavior of the elderly during the coronavirus disease 2019(COVID-19)pandemic.Methods:The study employed the convenience sampling method to select a total of 550 elderly from Chongqing,Chengdu and Luohe in China.A questionnaire composed of the perception scale,self-efficacy scale,and coping behavior scale was used to collect data.Results:Risk perception exerted a significantly direct effect on positive coping behavior and avoidant coping behavior.Moreover,it positively predicted the components of self-efficacy.In turn,self-efficacy positively predicted the components of positive coping behavior,which confirm that it plays a partial mediating role in the relationship between risk perception and positive coping behavior.Moreover,self-efficacy negatively predicted the components of avoidant coping behavior,which confirms that it also plays a partial mediating role in the relationship between risk perception and avoidant coping behavior.Conclusion:A simple mediation model revealed that self-efficacy partially mediated the direct and indirect effects of risk perception on coping behavior.Based on the results,the study recommended several countermeasures and suggestions for enhancing the positive coping behavior of the elderly during the COVID-19 pandemic.
