中小学生学校氛围与幸福感：有调节的中介模型
The School Climate and Well-Being of Middle and Primary School Students: A Moderated Mediation Model
DOI: 10.12677/ass.2025.141058, PDF,    科研立项经费支持
作者: 李凯越, 张 静：天津师范大学心理与行为研究院，天津；天津师范大学心理学部，天津
关键词: 学校氛围；幸福感；社会情感能力；欺凌受害；School Climate； Well-Being； Social and Emotional Competency； Bullying Victimization
摘要: 为探讨中小学生学校氛围与幸福感的关系及作用机制，本研究采用纵向研究设计，对3535名中小学生进行了两次追踪调查。结果显示：(1) T1学校氛围通过T2社会情感能力的中介作用对T2幸福感产生影响；(2) T1欺凌受害调节“T1学校氛围→T2社会情感能力→T2幸福感”的前半路径。具体表现为，相比于T1欺凌受害较高的学生，T1学校氛围对T1欺凌受害较低学生T2社会情感能力的预测作用更强。研究结果为提高中小学生幸福感提供了方向，具有现实指导意义。
Abstract: To explore the relationship and the functional mechanism between school climate and well-being of primary and secondary school students, this study adopted a longitudinal research design and conducted two follow-up surveys on 3535 primary and secondary school students. The results indicated that: (1) The T1 school climate exerted an impact on T2 well-being through the mediating effect of T2 social emotional competence; (2) T1 bullying victimization moderated the first half of the path from “T1 school climate→T2 social emotional competence→T2 well-being”. Specifically, compared with students with a higher level of T1 bullying victimization, the predictive effect of the T1 school climate on the T2 social emotional competence was stronger for students with a lower level of T1 bullying victimization. The research results provide directions for improving the well-being of primary and secondary school students and have practical guiding significance.
文章引用：李凯越, 张静. 中小学生学校氛围与幸福感：有调节的中介模型[J]. 社会科学前沿, 2025, 14(1): 459-467. https://doi.org/10.12677/ass.2025.141058

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