中学生情绪弹性与友谊质量的关系：社会支持的调节作用

The Relationship between Emotional Resilience and Friendship Quality among Middle School Students: The Moderating Role of Social Support

摘要: 研究探讨了中学生情绪弹性与友谊质量的关系，以及社会支持在二者关系中的调节作用。采用青少年情绪弹性问卷、友谊质量问卷(中国修订版)和青少年社会支持量表对245名中学生进行问卷调查。结果发现：中学生情绪弹性与友谊质量呈显著正相关(r = 0.258, p < 0.01)，其中积极情绪能力与友谊质量呈显著正相关(r = 0.324, p < 0.01)，而情绪恢复能力与友谊质量的相关不显著(r = −0.085, p > 0.05)；情绪弹性中的积极情绪能力维度对友谊质量具有显著的正向预测作用(β = 0.324, p < 0.01)；社会支持在情绪弹性与友谊质量之间起调节作用，具体表现为客观支持(β = 0.078, p < 0.01)和支持利用度(β = 0.070, p < 0.01)对积极情绪能力与友谊质量的关系具有正向调节效应，主观支持维度的调节效应不显著。结论表明中学生情绪弹性水平越高，其友谊质量越好；社会支持水平能够增强情绪弹性对友谊质量的积极影响。这一发现提示教育工作者和家长，在关注中学生同伴交往时，既要重视个体情绪调节能力的培养，也要提供必要的社会支持资源。

Abstract: This study examined the relationship between emotional resilience and friendship quality among middle school students, as well as the moderating role of social support in this relationship. A total of 245 middle school students completed the Adolescent Emotional Resilience Questionnaire, the Friendship Quality Questionnaire (Chinese Revised Version), and the Adolescent Social Support Scale. The results indicated that: Emotional resilience was significantly positively correlated with friendship quality (r = 0.258, p < 0.01). Specifically, the positive emotional competence dimension showed a stronger correlation with friendship quality (r = 0.324, p < 0.01), whereas the emotional recovery dimension was not significantly associated with friendship quality (r = −0.085, p > 0.05); The positive emotional competence dimension significantly predicted friendship quality (β = 0.324, p < 0.01); Social support moderated the relationship between emotional resilience and friendship quality. Specifically, objective support (β = 0.078, p < 0.01) and support utilization (β = 0.070, p < 0.01) positively moderated the relationship between positive emotional competence and friendship quality, while the moderating effect of subjective support was not significant. Conclusion: Higher levels of emotional resilience are associated with better friendship quality among middle school students, and social support enhances the positive impact of emotional resilience on friendship quality. These findings suggest that educators and parents should attend to both the cultivation of individual emotion regulation capacities and the provision of necessary social support resources when supporting adolescents’ peer relationships.