【作者】 苏田； 田丽丽； 刘旺； 闫昱如； 张单单； 周建华；

【Author】 Tian Su;LiLi Tian;Wang Liu;Yuru Yan;Dandan Zhang;Jianhua Zhou;School of Psychology, South China Normal University;School of Politics and Administration, South China Normal University;

【机构】 华南师范大学心理学院； 华南师范大学政治与行政学院；

【摘要】 小学阶段是儿童发展的关键阶段,他们的认知、社交以及情绪调节能力在这个阶段具有较大提升。学校是小学生在这个阶段里重要的成长环境之一,在校生活会对小学生的行为和情感发展产生重要影响。然而,当前社会背景下,学校教育者和家长过多地关注学业成绩,却较少理会学生的学校幸福感,这会给小学生的发展造成片面的影响。学校作为教育基地,理应为小学生提供健康的生活环境,并以其幸福作为教育的目的之一。因此,关注小学生的学校幸福感尤为重要。亲社会行为作为小学生重要的积极行为表现,有研究表明其对小学生主观幸福感的提升具有重要促进作用。但是,关于亲社会行为和小学生学校幸福感的关系及其中介作用机制的研究却相对较少。因此,本研究采用纵向追踪设计检验小学生亲社会行为对其学校幸福感的直接作用,以及在校关系需要满足和自尊在其中的间接作用。研究选取1070名小学生(M=9.44岁)进行了为期18个月的追踪调查,每6个月进行一次测试。三次施测(T1、T2和T3)均测量了亲社会行为、学校幸福感、在校关系需要满足和自尊四个指标以及被试的人口学变量信息。采用结构方程建模对假设进行检验。结果如下:(1)小学生T1的亲社会行为与其T3的学校幸福感呈显著正相关。(2)T2的在校关系需要满足在T1亲社会行为和T3学校幸福感之间起部分中介作用。(3)T2的自尊水平在T1亲社会行为和T3学校幸福感之间起部分中介作用。(4)T2在校关系需要满足和T2自尊在T1亲社会行为和T3学校幸福感之间起链式中介作用。本研究表明,亲社会行为一方面对小学生学校幸福感提升有直接作用,另一方面还可以通过在校关系需要满足和自尊两个层面对小学生学校幸福感的提升起间接作用。因此,家长和老师可以通过培养小学生更多地助人、分享、合作等亲社会行为,促进其在校关系需要满足,提升自尊,从而促进其学校幸福感的提升。更多还原

【Abstract】 The phase in the elementary school is the key period for children’s development, during which time their cognition, socialization and emotion regulation ability had developed greatly. School is one of the most important growth environments that influence children’s health, and the school life will affect the development of pupils’ behaviors and emotion. However, under the current social context, school educators and parents paid attention to academic achievements extremely, but neglected their subjective well-being(SWB) in school, which will lead to unbalanced development of children. As an educational base, school is supposed to afford healthy environment for students and to regard happiness as an aim of education. Therefore, it is important to pay attention to elementary school students’ SWB in school. Some studies have shown that prosocial behavior,as an important positive performance, plays a critical role in promoting SWB of elementary school students. However, there are few studies investigated the relations between prosocial behavior and SWB in school of elementary school students, or explored their mediating mechanisms. Hence, we used a longitudinal design to examine the direct effects of prosocial behavior on SWB in school, as well as the mediating effects of the satisfaction of relatedness need at school and self-esteem in this study. A total of 1070 elementary school students(M=9.44) participated in the survey for 18 months. Measures were conducted every 6 months, and three measures(T1, T2 and T3) were conducted to measure four indicators of prosocial behavior, SWB in school, the satisfaction of relatedness need at school and self-esteem, and the demographic variables of subjects. Structural equation modeling was used to test the hypotheses. The results indicated that:(a) Prosocial behavior at Time 1 positively related to elementary school students’ SWB in school at Time 3.(b) The satisfaction of relatedness need at school at Time 2 partially mediated the relation between prosocial behavior at Time 1 and SWB in school at Time 3.(c) Self-esteem at Time 2 partially mediated the relation between prosocial behavior at Time 1 and SWB in school at Time 3.(d) A chain multiple mediating of the satisfaction of relatedness need at school and self-esteem at Time 2 between prosocial behavior at Time 1 and SWB in school at Time 3 was significant. In conclusion, prosocial behavior can influence SWB in school directly and indirectly through the satisfaction of relatedness need at school and self-esteem. Therefore, on the one hand, parents and school professionals might consider promoting elementary school students’ positive SWB in school through cultivating elementary school students’ prosocial behaviors, such as helping, Sharing, cooperation and so on. On the other hand, school professionals can improve elementary school students’ SWB in school by improving the satisfaction of relatedness need at school and self-esteem.更多还原