Social Self-Efficacy Predicts Chinese College Students' First-Year Transition: A Four-Wave Longitudinal Investigation
Social Self-Efficacy Predicts Chinese College Students' First-Year Transition: A Four-Wave Longitudinal Investigation
复制标题
DOI：
10.1177/1069072714547482
复制
发表时间：
2015-08-01
影响因子：
3.2
通讯作者：
Fan, Jinyan
中科院分区：
文献类型：
--
作者：
Meng, Hui;Huang, Peijia;Fan, Jinyan
本研究旨在探讨成人社会自我效能感在中国大学生第一年过渡中的促进作用。我们提出并检验了一个过程模型，假设感知社会支持在社会自我效能感和大学新生适应之间起中介作用。参与者是474名大学新生，他们就读于中华人民共和国东部沿海城市的一所大型大学。这些大学新生分别在入学后1个月、4个月、7个月和10个月内完成了四次自我报告调查。参与者第一年的累积平均绩点（GPA）由大学注册处获得。基于结构方程建模的结果为假设过程模型提供了支持。其中，社会自我效能（第1个月）与感知社会支持（第4个月）正相关，感知社会支持与学业和社会适应正相关，与抑郁（第7个月）负相关。感知社会支持对上述关系起中介作用。学业适应与第一年GPA（第10个月）呈正相关，而抑郁与第一年GPA（第10个月）负相关。社会适应与一年级GPA的关系较为复杂，通过学业适应与一年级GPA存在负的直接联系和正的间接联系。此外，学业和社会适应与主观幸福感（主观幸福感；第10个月）呈正相关，而抑郁与主观幸福感呈负相关。讨论了对研究和实践的启示。
This study investigated the facilitative role of adult social self-efficacy in Chinese college students' first-year transition. We proposed and tested a process model in which perceived social support was hypothesized as a mediator between social self-efficacy and college freshmen adjustment. Participants were 474 college freshmen enrolled at a large university located in an east coast city in the People's Republic of China. These college freshmen completed four waves of self-report surveys over a 10-month period, at 1, 4, 7, and 10 months post-entry, respectively. Participants' first-year cumulative grade point average (GPA) was obtained from the University Registrar. Results based on structural equation modeling provided support for the hypothesized process model. Specifically, social self-efficacy (Month 1) positively related to perceived social support (Month 4), which in turn positively related to academic and social adjustment, but negatively related to depression (Month 7). Perceived social support was found to mediate the above relationships. Academic adjustment positively related to, whereas depression negatively related to, first-year GPA (Month 10). The relationship between social adjustment and first-year GPA was complex, with a negative direct link and a positive indirect link through academic adjustment. In addition, academic and social adjustment positively related to subjective well-being (SWB; Month 10), whereas depression negatively related to SWB. Implications for research and practice were discussed.