父母心理控制、情绪管理与社交焦虑之间的关联

The Relationship between Parental Psychological Control, Emotional Management, and Social Anxiety

摘要: 近年来，大学生社交焦虑及相关安全事件频发，且与父母对其的心理过度控制密切相关，因此研究父母心理控制对大学生社交焦虑的影响因素与机制具有重要的现实意义。本研究采用父母心理控制量表、核心自我评价量表、社交焦虑量表及情绪调节问卷，对山东省327名大学生开展问卷调查，并运用SPSS 26.0分析数据，探究父母心理控制与大学生社交焦虑的关系，以及自我评价和情绪管理能力在其中的作用。结果显示：父母心理控制与社交焦虑显著正相关，二者均与自我评价显著负相关，且自我评价与情绪管理能力显著正相关；父母心理控制对大学生社交焦虑具有显著正向预测作用；自我评价在父母心理控制与大学生社交焦虑间起显著中介作用，即父母心理控制负向预测大学生自我评价，负面自我评价可正向预测社交焦虑；情绪管理能力在自我评价与社交焦虑的关系中起调节作用，相较于低情绪管理能力者，高情绪管理能力大学生的负面自我评价对社交焦虑的预测作用更弱。

Abstract: In recent years, social anxiety and related safety incidents among college students have occurred frequently, which are closely associated with parents’ excessive psychological control over them. Therefore, it is of great practical significance to explore the influencing factors and mechanisms of parental psychological control on college students’ social anxiety. This study conducted a questionnaire survey on 327 college students in Shandong Province by using the Parental Psychological Control Scale, Core Self-evaluation Scale, Social Anxiety Scale and Emotion Regulation Questionnaire, and analyzed the data with SPSS 26.0, aiming to examine the relationship between parental psychological control and college students’ social anxiety as well as the roles of self-evaluation and emotion management ability. The results showed that parental psychological control was significantly positively correlated with social anxiety, both of which were significantly negatively correlated with self-evaluation, while self-evaluation was significantly positively correlated with emotion management ability; parental psychological control had a significant positive predictive effect on college students’ social anxiety; self-evaluation played a significant mediating role between parental psychological control and college students’ social anxiety—parental psychological control negatively predicted college students’ self-evaluation, and negative self-evaluation positively predicted their social anxiety; emotion management ability moderated the relationship between self-evaluation and social anxiety, that is, compared with students with low emotion management ability, the negative self-evaluation of those with high emotion management ability had a weaker predictive effect on social anxiety.