初中生解释偏向与社交焦虑的关系：负面评价恐惧的中介作用

The Relationship between Interpretation Bias in Middle School Students and Social Anxiety: The Mediating Role of Fear of Negative Evaluation

摘要: 目的：探讨初中生解释偏向与社交焦虑的关系以及负面评价恐惧的中介作用。方法：采用整群抽样法，选取烟台市某中学848名初中生，采用青少年社交焦虑量表中文简版(SAD-A)、解释偏向问卷(IQ)和简版负面评价恐惧量表(BFNE-S)进行问卷调查研究。采用SPSS软件进行共同方法偏差检验、描述性统计、独立样本t检验分析，相关性分析，并用Bootstrap法进行中介效应检验。结果：① 初中生在性别、年级方面存在显著差异，具体表现为女生在社交焦虑各维度的得分高于男生；初四的学生在社交焦虑各维度均得分最高，初一的学生均得分最低。② 解释偏向能够正向预测社交焦虑。③ 负面评价恐惧在消极解释偏向与社交焦虑中起部分中介作用。结论：初中生解释偏向对社交焦虑影响显著，且负面评价恐惧发挥了中介作用。

Abstract: Objective: To explore the relationship between interpretation bias and social anxiety among middle school students and the mediating role of negative evaluation. Methods: A cluster sampling method was used to select 848 middle school students from a middle school in Yantai City. The Chinese Short Version of the Social Anxiety Disorder Scale for Adolescents (SAD-A), the Interpretation Questionnaire (IQ), and the Brief Fear of Negative Evaluation Scale (BFNE-S) were used for questionnaire survey research. The SPSS software was used for common method bias test, descriptive statistics, independent sample t test analysis, correlation analysis, and Bootstrap method was used for mediating effect test. Results: ① Middle school students showed significant differences in gender and grade, specifically, girls scored higher than boys in all dimensions of social anxiety; students in the fourth year of middle school scored the highest in all dimensions of social anxiety, and the students in the first year middle school scored the lowest. ② Interpretation bias can positively predict social anxiety. ③ Fear of negative evaluation plays a partial mediating role in the relationship negative attributional bias and social anxiety. Conclusion: The interpretation bias of middle school students has a significant impact on social anxiety, and fear of negative evaluation plays mediating role.