Effects of experiencing positive and negative events on stress responses, school refusal, and self-efficacy of junior high school students
Effects of experiencing positive and negative events on stress responses, school refusal, and self-efficacy of junior high school students
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经历正负事件对初中生应激反应、拒学和自我效能的影响
DOI：
10.11560/jhpr.141216036
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
三浦正江・大角真由子
中科院分区：
文献类型：
--
作者：
松永 美希;中村 菜々子;三浦 正江;原田 ゆきの;三浦正江・久田 満・中村菜々子;松永美希・中村菜々子・三浦正江・原田ゆきの;三浦正江・大角真由子・三浦文華;三浦正江・大角真由子
本研究调查了初中生经历的积极和/或消极事件对学生心理健康和学校适应不良的影响。初中生(N=218)从一年级到三年级完成了学校压力源、学校日常升华、压力反应、不愿上学和学校生活自我效能感的问卷调查。多元回归分析结果表明，学校压力源增加了应激反应和不愿上学，或降低了学校生活的自我效能感，而学校压力降低了应激反应和不愿上学，或增加了自我效能感。聚类分析结果表明，学生经历的事件类型可分为三种类型：(1)平均应激源和低提升；(2)高应激源和平均提升；(3)低应激源和高提升。此外，方差分析表明，与前两个组相比，第三个组的学生对学校生活的自我效能感更高，压力反应更低，上学意愿更低。
Effects of positive and/or negative events experienced in junior high school on mental health and school maladaptation of students were investigated. Junior high school students (N= 218) from first to third grade completed scales assessing school stressors, daily uplifts in school, stress responses, unwillingness to attend school, and self-efficacy for school life. Results of multiple regression analyses indicated that school stressors increased stress responses and unwillingness to attend school, or decreased self-efficacy for school life, whereas school uplifts decreased stress responses and unwillingness to attend school, or increased self-efficacy. Results of cluster analysis suggested that event patterns experienced by students could be classified into three types:(1) Average stressors and low uplifts;(2) high stressors and average uplifts; and (3) low stressors and high uplifts. Moreover, an analysis of variance indicated that students in the third cluster, compared to students in first two clusters had higher self-efficacy for school life, lower stress responses, and less unwillingness to attend school.