Prospective study of changes in global self-worth and strain during the transition to middle school
Prospective study of changes in global self-worth and strain during the transition to middle school
复制标题
DOI：
10.1177/0272431600020001005
复制
发表时间：
2000-02-01
影响因子：
2.1
通讯作者：
Fenzel, LM
中科院分区：
文献类型：
--
作者：
Fenzel, LM
这项前瞻性研究检查了青春期早期向中学过渡期间压力过程的综合模型。在该模型中，假设学生角色压力（同伴压力和学校作业压力）可以预测自我价值感的变化，感知能力（社交和学术）和连续支持（来自亲密朋友、父母和老师）充当这种关系的调节因素。还假设了相互关系。前瞻性分析的结果表明，同伴和学校压力对自我价值感变化产生负面影响，以及亲密朋友的感知社会能力和社会支持作为此类关系的调节者的作用。感知能力、社会支持和自我价值感对压力水平的相互影响在个体和彼此相互作用时也很明显。
An integrative model of the stress process in early adolescence during the transition to middle school was examined in this prospective study. In the model, student role strain (both peer and school work strain) was hypothesized to predict changes in feelings of self-worth, with perceived competence (social and scholastic) and serial support (from close friends,parents, and teachers) serving as moderators of the relation. Reciprocal relations also were hypothesized. Results of prospective analyses showed support for the negative effects both of peer and school strain on changes in feelings of self-worth, as well as a role for perceived social competence and social support from close friends as moderators of this type of relation Reciprocal influences of perceived competence, social support and feelings of self-worth on levels of strain also were evident individually and in interaction with one another.